Researcher Joseph Novak first used concept mapping in 1972 as a better way to represent children’s conceptual learning of science principles. A graphical tool for representing and organizing knowledge, concept maps generally have the same components and follow from the top-down in a hierarchical method. Components of concept maps may include circles or boxes where images or words of concepts are, lines or arrows connecting concepts and words on these lines to explain the relation of the concepts.
Meaningful learning occurs when students can relate to the material and anchor new knowledge to concepts they already know. Drawing on prior knowledge, the student organizes, relates to, and makes meaning of new concepts, states Maryam Azarnoosh of the Islamic Azad University-Semnan Branch. The nature of concept mapping requires students to make choices and connections for themselves, giving them insight into their own learning processes and building confidence as they develop their own learning strategies and draw on prior knowledge.
Meaningful learning is not a passive process; it requires the purposeful and active construction of knowledge. Concept mapping encourages students to use what they already know to understand what they do not yet know; it is a self-reflective and meaningful process. Rather than presenting information in isolation or unconnected, concept maps put an emphasis on the learner to make connections and show relationships for themselves.
Long-term effects of concept mapping include increased confidence in achievement, development of good study habits, increased knowledge retention, and knowledge transfer. Concept mapping strategies improve the knowledge transfer performance because students actually facilitate the application of knowledge, according to Kuo-Hung Tseng from Meiho University in Taiwan. Knowledge transfer is an important skill for all disciplines, and learning strategies to assist students in making that transfer is essential for critical thinking and meaningful learning to occur.