- complex to create and can cause learners designing concept maps to feel overwhelmed 
- learning to create concept maps is difficult due to the rigid rules and multiple relationships 
- cannot adequately capture complex relationships between concepts due to their linear nature
- "… impossible to distinguish identification of concepts from identification of arguments using a concept map"
- limited to relations between concepts
   - "many issues require more than an identification of relationships between concepts; they require arguments to be made for positions that need to be defended, and objections to those positions"

Syracuse University

- "… allows students to understand the relationships between concepts and hence understand those concepts themselves and the domain to which they belong"
- often confused with mind mapping 
    - concept maps are more structured and typically do not incorporate pictures 
- aim: outline relationships between ideas 
- a relational device 
- widely used in academic disciplines such as accounting, finance, engineering, statistics, reading comprehension, biology, nursing, medicine, and veterinary science

Concept Mapping

Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?. Higher education, 62(3), 279-301.

Concept mapping, mind mapping and argument mapping: what are the differences and do they matter?

- hierarchical "tree"structure with super-ordinate and subordinate parts 
- normally begins with a word, concept, or phrase representing a focus question 
- cross-links: use connecting terms that are typically prepositional phrases (ex: leads to, results from") and are used to show relationships between concepts 
- can be a variety of forms from hierarchical, non-hierarchical, and data-driven 

Constructing a Concept Map 

- attributed to Novak as early as 1972
- this was inspired by the work of learning psychologist Ausubel 
- the mapping technique was further refined by Novak and then extended to the educational context
- these diagrams resulted in what are now known as "Novakian maps"

The Development of Concept Mapping

- potential to assist academics in course design, manage qualitative data, and use as an assessment tool 
- "…enables relational links between relevant concepts"
- "…enable the elements of learning to relate to how cognitive knowledge is developed structurally by the learner"

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