Concept of Definition Map
Studies suggest an effective way to build conceptual understanding is to combine words with visual images (Miller & Veatch, 2012). Semantic mapping, as it is called, uses lines and shapes to show relationships between concepts. One type of semantic map, a Concept of Definition (CD) Map, helps students build a broad meaning of the word (Schwarz & Rafael, 1985) and it includes the following components:
- Category: What is it?
- Properties: What's it like?
- Illustrations: What are some examples?
A concept map is a visual organizer that can enrich students' understanding of a new concept. Using a graphic organizer, students think about the concept in several ways. Concept maps deepen understanding and comprehension (http://www.readingrockets.org/strategies/concept_maps)
How to use Concept of Definition mapping:
- Choose a term that is a main concept or vocabulary term in the curriculum. This is the main concept.
- In the "What is it?" box, define the term for the students or guide them to the definition in the reading.
- Explain to the students similar concepts in the "What's it like?" box.
- As a class, generate examples. Use words, descriptions and images in the "Example" boxes.
- Students complete their individual CD maps as the teacher discusses the content and completes a class Map on the board.
An example of a Concept of Definition Map:
Common Core Standards met using the Concept of Definition Map:
- Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
- Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Why use a Concept Map:
1. It helps children organize new information (http://www.readingrockets.org/strategies/concept_maps)
2. Helps students think about the connections between the science terms being learned and other information (Vanides, J., Yin, Y., Tomita, M., & Ruiz-Primo, M., 2005) (http://web.stanford.edu/dept/SUSE/SEAL/Reports_Papers/Vanides_CM.pdf).
3. They are easy to construct and can be used within any content area (http://www.readingrockets.org/strategies/concept_maps)
4. Students have an opportunity to reflect on their understanding of the concept (Vanides, J., Yin, Y., Tomita, M., & Ruiz-Primo, M., 2005) (http://web.stanford.edu/dept/SUSE/SEAL/Reports_Papers/Vanides_CM.pdf).
Variations and/or additions to the Concept of Definition Map:
1. Visualization Association Chart, students add images, beyond the definition, to help them visualize the words meaning. This can go under the "What does it look like?" column.
![Picture](/uploads/5/4/2/5/54256643/4479471_orig.jpg)
On the Best Memory Tricks Website (http://www.memory-improvement-tips.com/best-memory-trick.html) they show how Visualization Assocation can be used with Concept of Definition Mapping. For example, a vocabulary word in an Earth Science unit may be stratovolcano. A stratovolcano is a rocky, steep volcano. Visualization Association converts the sound of the word into an image. This image emphasizes the letter "O" climbing a steep, rocky volcano which will connect the student to the definition of the type of volcano a stratovolcano is.
2. Frayer Method variation, students add examples and non-examples to the defintion
![Picture](/uploads/5/4/2/5/54256643/4877648_orig.png)
The students add examples and non-examples to the definition. After recording some non-examples, the teacher then asks the students to explain the different between the examples and non-examples (Miller & Veatch, 2012)
A lot of the words we do with middle school science are words the students know in a different forms so using Frayer models should help students gain a better understanding of the scientific meanings.
Example of Frayer use in middle school science: different energy sources, simple machines, living things
https://tothesquareinch.wordpress.com/2012/01/12/frayer-models-for-science/
A lot of the words we do with middle school science are words the students know in a different forms so using Frayer models should help students gain a better understanding of the scientific meanings.
Example of Frayer use in middle school science: different energy sources, simple machines, living things
https://tothesquareinch.wordpress.com/2012/01/12/frayer-models-for-science/
How the Frayer Model works:
3. Vocabulary Note Card:
![Picture](/uploads/5/4/2/5/54256643/4776569_orig.gif)
A vocabulary word card (or map) is an organizer or visual model which helps students engage, as well as think about new terms or concepts in relation to a word
Students write the term in the middle of the notecard. Then they add definition, properties, examples, and non-examples in the four quadrants.
Students write the term in the middle of the notecard. Then they add definition, properties, examples, and non-examples in the four quadrants.