Conceptual Mapping in the System of Population Protection Education

Abstract

Mind and concept mapping represents a progressive approach to the implementation of education. Within the framework of the general approach to the creation of concept maps, it is possible to start from the fact that concept mapping represents a comprehensive system of working with information based on data and enabling the strengthening of a personal and systematic approach to the implementation of educational activities regarding modern technologies in the educational process. The individual elements of the system, thus concepts, represent sub-problems that in their interrelations and contexts represent the potential of systems thinking in dealing with complex problems in the field of education. Mind and concept mapping achieved high utility especially during the COVID-19 pandemic. At that time, teachers at all educational levels were faced with new challenges that were often not easy to overcome. Applications based on mind mapping and concept mapping became very important aids and tools for distance and sub sequently face-to-face teaching. They are very effective in transforming linear text, which is often accompanied by supporting explanatory information and often ballast and relatively unnecessary information, into concepts, ideas and relationships between them. The aim of this article is to present the possibilities of using mind and concept mapping in educational practice focused on the issue of population protection. Furthermore, the main advantages and disadvantages of concept mapping are discussed. Several examples are used to show the possibilities of converting linear text into conceptual maps. The paper discusses some of the software products, tools and applications, with the focus on the application of ContextMinds and its use in teaching and learning in population protection. Several examples are used to show the practical possibilities of its use in practice.