It is important to recognize that a concept map is never finished. 
- After a preliminary map is constructed, it is always necessary to revise this map 
- Other concepts can be added. 
- Good maps usually result from three to many revisions. 

Syracuse University

In learning to construct a concept map, it is important to begin with a domain of knowledge that is very familiar to the person constructing the map. It is also important to define the area of knowledge to be mapped. 

Features of a concept map:
- Focus question
- Identify key concepts 
- Preliminary concept map 
- Revise map 

Constructing Good Concept Maps 

Novak, Joseph & Cañas, Alberto. (2007). Theoretical origins of concept maps, how to construct them, and uses in education. Reflecting Education. 3. 

Theoretical origins of concept maps, how to construct them, and uses in education.

- A focus question is a question that will be answered by the knowledge that is mapped.
-  Focus questions that require explanation, rather than simple description or classification, typically lead to better concept maps. 
   - Focus questions that call for more event explanations require deeper, more meaningful thinking than those that describe object characteristics

Focus Question

- Identify 15-20 key concepts that apply to this domain
- Concepts could be listed, and then from this list a rank ordered list should be established from the most general, most inclusive concept, to the most specific, least general concept. 
   - We refer to the list of concepts as a parking lot, since we will move these concepts into the concept map as we determine where they fit in. 

Identifying Key Concepts 

You can construct the preliminary concept map on a sheet of paper or by writing all of the concepts on Post-its, or preferably by using Cmap Tools 

Making the Preliminary Concept Map 

Revising the Concept Map 

- Students often comment that it is hard to add linking words onto the “lines” of their concept map. 
   - This is because they poorly understand the relationship between the concepts, or the meanings of the concepts, and it is the linking words that specify this relationship.
- Once students begin to focus on good linking words and on the identification of good cross links, they can see that every concept could be related to every other concept.
- This also produces some frustration, and they must choose to identify the most prominent and most useful cross links.
- This process involves what Bloom identified as high levels of cognitive performance, namely evaluation and synthesis of knowledge. 
   - Concept mapping is an easy way to encourage very high levels of cognitive performance when the process is done well. This is one reason concept mapping can also be a very powerful evaluation tool

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