what is concept mapping in education

Concept mapping in education: Tips for teachers

An educator has one primary goal: to help their students comprehend the concepts that are taught. It’s a tough job, particularly when students have different learning styles and levels of understanding.

That’s where concept maps come in handy. These visual learning tools show the relationships between different ideas so that students can work through them and better grasp how they’re connected.

Studies show that concept mapping in education helps facilitate meaningful learning in a variety of settings — whether it’s used with elementary students or even in higher education.

Curious whether or not concept mapping is worth testing out with your own students? Not sure where to get started and want some examples to guide you? We have what you need in this guide.

Kat is a Wisconsin-based writer who covers topics related to careers, self-development, and freelancing.

• How can concept maps help teachers?

As a teacher, you know that what benefits your students benefits you. Their success is your success. So, let’s cover a few of the most notable advantages of concept mapping in education:

• They help students get a better grasp on course material, particularly if they’re visual learners.
• They help teachers understand how their students process information, as they get to watch them actually work through complex subjects.
• They help students dig deeper into topics to grasp relationships between ideas instead of only understanding them at a surface level.
• They boost student retention, as writing things down helps improve our memory .

A concept map isn’t busywork or an extra task for your students. It’s a resource that can help them enhance their learning and make even the most complicated subjects feel far more digestible and manageable.

• Making and using concept maps in education

Now that you understand the benefits of using concept maps with your students, the natural next question is: How do you create and use them?

Don’t worry – we’ll share some examples of concept maps for teachers in the next section. But, before we get to that, let’s cover the steps and tips to help you roll out this learning tool with as few groans and eye rolls as possible.

1. Choose your medium

In general, there are two different ways that you and your students can create concept maps:

• Pen and paper 
• Miro’s online whiteboard 

If you’re all together in the same room, then you’ll be able to work through a concept map together using a physical whiteboard or large piece of paper.

However, as remote learning environments have become more prevalent, you might need to opt for a digital or online tool to collaborate on your concept map. A free  online concept map maker like Miro makes this process easy (and fun, to boot).

Get started with the Concept Map Template .

2. Familiarize students with the basics

Much like any other learning initiative, you’ll want to start by laying the groundwork for your students. That begins with familiarizing them with the basic components of a concept map, including:

• Focus question: Most concept maps center on a specific question or topic. For a super simple example, “What are dogs?” could be a focus question for your concept map.
• Concepts: These are the various ideas related to your focus question. They’re usually represented by circles, ovals, or boxes and are called “nodes.” Sticking with our “what are dogs?” example, different concepts you might come up with could include:  – German shepherds, rottweilers, poodles, chihuahuas, etc. – Pets, companions, search and rescuers, service animals, etc. – Furry, four-legged, mammals, etc.
• Relationships: These are represented by arrows on your concept map. They connect your different concepts and are often called “cross-links.” They’ll typically include a connecting word or verb that clarifies the relationship, but they don’t have to.

3. Create an example together

Now that you have that foundation in place, it can be helpful to work through a concept map together with your students to get the ball rolling and show them how the tool works.

It can feel like a bit of an academic exercise at first, so moving through a straightforward example (our “what are dogs?” question is perfect for this) as a group will help them see that it isn’t nearly as intimidating as they might think it is.

Keep in mind that concept maps aren’t only part of the learning process – they’re a learning process in and of themselves. Encourage your students to keep trying and get creative. This is a tool that should benefit their learning rather than something that should serve as an extra point of frustration.

• 3 creative examples of concept maps for teachers

Need a little creative inspiration to get you started on the right path? We’ve pulled together three simple examples of concept maps in different categories: math, science, and vocabulary.

These are only brief examples, and the concept maps that you and your students create will likely become much larger and more complex. But, these will hopefully help clarify how to build these out from a focus subject or question.

Harness your students’ brainpower with concept mapping

As a teacher, you want your students to not only grasp the concepts you’re teaching but also get excited about them.

Fortunately, a concept map can help take even the most complex and hairy topics and break them down in a manageable, engaging, and visual way.

Ready to help your students experience the power of concept mapping? Miro makes it easy. Try our free concept map template   to collaborate on concept maps with your students – whether you’re learning in-person or online.

Miro is your team's visual platform to connect, collaborate, and create — together.

Join millions of users that collaborate from all over the planet using Miro.

• Harness your students’ brainpower with concept mapping

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Evidence-Based Teaching

How to Make a Concept Map Easily – with Examples

Concept mapping is an evidence-based and a high-impact teaching strategy . But many teachers and students are unsure how to make a concept map easily. Discover how to make a concept map easily and with the help of an example.

A review of meta-analytic research shows that concept mapping has a typical impact of d=0.66 . This is a much larger impact than most other teaching strategies. Therefore, it is essential that you know how to make a concept map!

But what does concept mapping involve and how can you use it?

This guide answers these and many other questions you may have.

As this a complete guide , it is quite long. If you want to go straight to a particular section, click on it in the following list of contents.

What Is Concept Mapping?

Concept mapping involves representing and organising interrelated knowledge visually and hierarchically. They are a specific type of graphic organiser .

Concept maps have 3 key parts. The first two parts are the:

• Concepts – usually written within rectangles or ovals
• Relationships between them – often represented by labelled arrows

Together, the concept-relationship-concept structure makes propositions. Propositions form the third key part of concept maps and they reflect the key understandings of the material.

Here is a simple example of a concept map about the states of matter. It shows the concepts within rectangles and the relationships with labelled arrows . The propositions or key understandings that it shows are:

• Matter has different states
• Solids are a type of state  and  states include solids
• Liquids are another type of state  and  states include liquids
• Gases are the third form of state  and  states include gases

Note: Propositions don’t have to be grammatically correct. For example, solid → type of → state translates into solids are a type of state.

Here is a more developed example of a concept map of the concepts related to the states of matter .

What Is NOT a Concept Map?

The next two diagrams are not concept maps . They do not explicitly show the relationships between concepts. Nor do they show a real hierarchy, as:

• Hard Life, Chains and Australian History
• Performing, Music, and Drama

should not be placed on the same hierarchical level.

Why Use Concept Mapping?

Your students’ minds do not store bits of information randomly. Rather, they store them in organised fashion using what psychologists call schema . These schema help students see how different pieces of information fit together. This includes how:

• New information fits with what students already know
• Various bits of new information fit together

Research 1 shows that helping students integrate information into meaningful schema enhances learning.

Concept mapping offers you with a concrete way to do this. And, it has its own specific body of research which shows how powerful it can be.

Concept Mapping is Useful in Many Year Levels & in Many Subjects

One recent meta-analysis of research has shown that concept mapping has a positive impact on all levels of schooling. However, most studies focused on students in:

• Middle school
• Secondary school

The same research found that concept mapping is useful in both STEM and non-STEM subjects, as well as:

However, there was a different review of research , finding that concept mapping wasn’t helpful in Mathematics. The study showing support for STEM subjects didn’t drill down further than classifying subjects as STEM vs non-STEM. And, as a different study found that using concept maps in Mathematics is not a good idea, I would proceed with caution in that area.

Two Ways to Make a Concept Map

There are two ways to make concept maps:

• Using a computer (or iPad or similar)

You can create concept maps by hand . However, the process often involves moving concepts around, which can then require a lot of rubbing out. You’ll appreciate this more after you complete your first concept map. If you want your students to make a complex concept map by hand, then I suggest a bit of creative thinking. For example, you could use small Post-it® notes on a blank piece of A3 paper. You can use different coloured notes to help identify each hierarchical level. You connect the separate post-it notes with hand-drawn arrows and relationships. It may still involve some rubbing out, but not as much. Once you are happy with your map, you can copy it into a notebook.

You can also use software (or apps) to create concept maps . You can do this manually, using a generic graphics program such as Adobe Illustrator. However, it is easier to use a program specifically designed for concept mapping . Many schools already have a program called Inspiration . However, you can also download a free program called CMap from the Florida Institute for Machine & Human Cognition . It is the one I use. It comes in Computer, Server, iPad and Cloud versions.

For making your own concept maps, I recommend using CMap Tools (Windows, Mac, Linux), or otherwise CMap Tools for iPad ,

How to Make a Concept Map Yourself a Simple Example

Before you start asking your students to make concept maps, it is a good idea to start making some concept maps yourself. It will help you:

• Understand what concept maps are good for, and what they are not
• To give better feedback and assistance to your students

Download & Install CMap Tools

Concept mapping can get a bit complex. So, I recommend using CMap Tools . It’s free! But you can donate at any time. Once you are familiar with the software, consider doing this.

• Click the above link
• Scroll to the bottom and click on the download button It will open a new page
• Scroll down until you see a form, enter your details in that form , and click submit
• Click on the download button for your operating system (e.g. mine was Windows 64-bit) The file will download to your computer
• Open or run the file . It’s an install file, not the program itself The installation program has several steps . Most of them are self-explanatory In step 3, choose Typical Installation In step 4, choose your usual program file location. For Windows, this is simply C:\Program Files and the folder \IMHC CMap Tools In step 5, choose some shortcut locations , such as Desktop & Start Bar
• Review and confirm your options , and then you are all done

Making Concepts 

In this section, you will learn how to create concepts and the linking relationships between them. This is the essence of concept mapping. You will also learn the necessary formatting skills you need to make more complex maps.

Start by opening CMap. Then click File and New. Maximise your CMap, so it fits a full screen.

Double click anywhere on the page and a blank concept rectangle appears with ???? acting as a placeholder for your concept.

When the concept is selected, it has a blue rectangle around it and 2 arrows at the top. While your blank concept rectangle is selected, type the word dogs . You have made your first concept.

Now create a new concept for Labrador beside dogs .

Linking Relationships

It’s time to link these two concepts. When linking concepts, directions are important. In this case, I want to show that Labradors are a breed of dog . So I start from Labrador and draw a line to dogs.

• Select Labrador so that it has a blue line around it and two arrows at the top.
• Click on the two arrows, hold the mouse button down and drag across towards dogs
• When you get close to dogs , you will see a blue border around it and several anchor points
• Then, simply let go when you are over an anchor point

Once you let go, you will see ???? acting as a placeholder for your link label . Select ???? and then simply type your label, breed of .

You have now used the concept-link-concept format to create a proposition. If you have not left enough room between concepts to fit the words, breed of, select and drag one of the concepts, so they are further apart. You can also select and drag the words breed of to centre them again.

Propositions, concepts and the relationships (labelled arrows) between them are the basis of concept mapping.

How to Make a Basic Concept Map

There are steps you should consider when making a complete concept map. I expand on these concept mapping steps later in this guide, but they include:

• Identifying your focus
• Listing your key concepts
• Grouping your key concepts into hierarchical levels

Linking your concepts

In this example of a basic map, I have chosen to focus on breeds of dogs that I have owned . Why? Partly because I love dogs, but mainly because it keeps the concept map nice and simple.

Listing Concepts

After deciding upon my focus, I simply list the relevant concepts .

Hierarchical Grouping

Next, you need to arrange your concepts into a basic hierarchy . Using the above concepts, Dogs would be at the top of the hierarchy, and the 3 breeds of dogs would be underneath. To move a concept, you simply click on it, hold the mouse button down and move your mouse.

I suggest that you also format each level of your hierarchy differently. To format an object, simply select it, then select the Format at the top of the screen. And, from the drop menu items, select Styles .

A small screen, such as the one below, will appear on your screen. Don’t worry if it looks different to mine. I will explain it.

About ¾ of the way down the style screen , you will see 4 tabs – font, object, line and CMap . On mine, Object is selected. This allows me to format things such as shape (rectangle, rounded rectangle, circle), and the background colour. On yours, a different tab may be selected. Under the font tab, I can choose the font style, size and colour. Under the line tab, I can play around with arrows and line types.

With the style screen still open, select Dogs . It is the top concept in this map, so we want to make it stand out. I gave it a:

• Red background
• Bold, white, size 24 font

The concepts, Labrador, Maltese Terriers and Border Collies, are all on the same level of our hierarchy, so we want them to look the same. While they already do, I want to show you how to style multiple concepts at once.

• Click to the top left of Labradors
• Hold the mouse key down
• Drag to the bottom right of Border Collies

You simply click and drag around the objects you want to include. In this example:

You can now go back to your Style screen ( Format then Style ), and style these 3 concepts all at once. I gave them a light orange background, and a black, size 16 font.

It is now time to create some linking relationships . Think about the direction of your relationship before making it. For example, I want to show that Labradors are a breed of dog . This relationship goes from Labradors to dogs, so I draw it that way. I repeated this process for Maltese Terriers and Border Collies .

You now have a completed, albeit basic concept map. Next, we look in more detail at the steps involved in concept mapping.

How to Make a Concept Map in 6 Easy Steps

There is no single set of steps to follow to make a concept map. However, the following steps give you a good starting point. You can go back and forth between the steps as needed.

Select a focus

It is common to use questions to focus your concept maps. For example, ‘What are the states of matter?’. You should save your blank concept map straight away. Then, as part of the saving process, you can specify your focus question.

Identify key concepts

You can identify key concepts by drawing on your existing knowledge. You can also refer to relevant written material, including textbooks (headings, subheadings, bolded vocabulary), trustworthy online websites and the online Australian Curriculum . In this step, you are just creating a list.

Levelling your concepts

You can use a top-down or a left-to-right You can also use different colours to help highlight the basic levels. You can also add different colours and font sizes for each level of your hierarchy.

Link your key concepts , making sure that each concept-relationship-concept in your map forms a proposition and that your propositions are factually correct.

Enhancing your map

Look for ways to enhance your map. Add in cross-links, examples and additional concepts. Things will come to mind, as the process of creating your map will get you thinking about your own understanding of the topic at hand. Note – as examples are not generalised concepts, make them look different in some way.

Review and publish

Review your work, including that it is factually correct as well proofreading spelling. Then it is time to publish!

A Step by Step Example

A unit on the solar system.

Year 4 students learn about our solar system as part of their science curriculum . Involving them in concept mapping can enhance their learning. However, before I ask students to make concept maps, I make one myself. I normally do this as part of my unit planning process as it helps clarify the things students must understand. These steps describe the steps I took to create a concept map on the solar system.

Concept Mapping Step 1: The Focus Question

The topic of the concept map is the solar system . Yet, phrasing the topic as a question helps to focus the concept map, by avoiding unnecessary details. What should my focus question be?

To help answer that I had a look at the Australian Curriculum for Year 5 Science . I like to start at the end, that is what must the students be able to do. The achievement standard states that students should be able to describe the key features of the solar system .

So, I made my focus question:

What are the key features of the solar system?

Step 2: Identify & List Key Concepts

Brainstorming.

With the focus question in mind, I brainstormed some key concepts that I believed would help answer my focus question. These included:

• Solar System

Trustworthy Websites

Then I looked up Solar System on NASA’s website . In a nutshell, it described our solar system as the Sun and the things that go around it . Things I had missed, included:

• Dwarf Planets

I also needed better words than things and go around. So I changed them:

• Things became objects
• Go around became orbit

Next, I went to a more in-depth overview of our solar system on NASA’s website. In addition to the above, they mentioned:

• Stars – specifically that our Sun is one of many stars
• Kuiper Belt

I then looked up NASA’s webpage on planets and found 3 types of planets, within 2 categories. The 2 categories were:

The 3 types of planets were:

Australian Curriculum

I then had a quick look at the relevant learning descriptor in the Australian Curriculum. It stated that the Earth is part of a system  of planets orbiting around a star (the sun). Nothing to add from that.

Then I had a look at the elaborations and added the following concepts:

• Time (different planets take different amounts of time to orbit the Sun)
• Size (of the Sun and objects orbiting it)
• Distance (of planets from the Sun)

To finish this step, I listed my 21 concepts at the top of my concept map page.

Step 3: Levelling Concepts

Next, I took the listed concepts and grouped them into a basic hierarchy. My hierarchy goes from left to right.

Essentially, I used colour and font size, as well as the physical location to show this hierarchy. Some concepts have different shades of the same colour, to show that while they technically at the same hierarchical level, some are more ‘key’ than others.

I also wanted the concept star to be close to the concept Sun . But as other stars are not part of our solar system, I left star as a plain white box with a small font size.

I still had not decided where to place the concepts, size, time and distance, so I left them unformatted at the top of the page to deal with later.

Concept Mapping Step 4: Linking Concepts

Step 4, when concept mapping, involves showing the key relationships between concepts in the above hierarchy. The shape of the map remains fairly like that shown in Step 3. However, as I had to add labelled arrowed lines, I moved some for aesthetic reasons.

I also decided to remove the concepts of size, distance and time . Instead, I referred to them in the labels of some of the arrowed lines. Here is what it looks like.

Step 5: Enhancing the Map

Next, I added in examples of some of the key concepts. These examples included all 8 planets , plus representative examples of some other concepts. I made my examples all look the same, black text in a white dotted rectangle.

I also added some additional concepts, such as natural satellites, clear orbit, spherical shape, belt and thick shell.

Concept Mapping Step 6: Reviewing Your Concept Map

Overall, I was quite happy with my concept map. But I now needed to review it, proofread it and improve it.

Reviewing a complex map involves asking yourself questions, such as:

• How well does my map answer the focus question ?
• Can my concept labels and link labels be more succinct?
• Are any concept labels listed more than once?
• Are my propositions factually correct?
• How accurate are my hierarchical levels ?

After reflecting on these questions, and doing some further reading, I found 5 ways I could improve my map:

• The Kuiper Belt and Oort Cloud are not objects orbiting the Sun, but rather a collection of objects orbiting the Sun, so they would be better placed on a different hierarchical level
• The Kuiper Belt needed some further clarification
• Belt (asteroid) needed to be in the same hierarchical level as the Kuiper Belt and Oort Cloud
• The object meteoroid is a sub-class of asteroids
• The concepts orbit and clear orbit needed to be a single concept orbit with an appropriate link clear between planets and orbit
• Noticed, I had accidentally deleted meteoroids , so I added it back in
• Added some more details to some link labels

What Could You Get Out of this Form of Concept Mapping?

In addition to clarifying in my own mind what I was about to teach. This process allows me to generate propositions that I can use as part of my unit objectives.

See this example .

Concept Mapping Has More Impact on Student Learning in These 3 Situations

You can use concept mapping yourself to help you do things like getting your own head around a unit topic. This is what I did with the above concept map on the Key Features of Our Solar System. Research shows that such clarity has its own benefits, but concept mapping is only one way to achieve it. Furthermore, there is no research showing that using concept mapping in this way is any more effective than other ways of clarifying the focus and scope of intended learning. No research shows that concept mapping isn’t better either – there is just no research on the topic.

But research has shown that concept mapping has a more substantial impact on student learning when:

• Used to help students learn central ideas , rather than details
• Used within and beyond your classroom
• Your students actively engage with the map

Working with Central Ideas

If I was teaching this unit, I would not use the whole map with my students.

The concept map I made about our solar system was quite complex and detailed. Yet, research shows that concept mapping with school students works best when it focuses on central ideas rather than details.

I would start with the first 4 hierarchical levels.

I would then ask students to use their prior knowledge to come up with a list of what those objects include. Next, I would clarify and correct their ideas by including the fifth level of the hierarchy. When doing so, I would only show the key relationships between them.

When expanding on other concepts, such as planets or asteroids, I would make separate concept maps. I would do the same thing for additional concepts, such as the Kuiper Belt and the Oort Cloud . For example:

I would only show them in the overarching map, to explain key relationships – and then, only the relevant parts.

Done Within & Beyond Your Classroom

Essentially, this means that concept mapping has more impact on student results when students use it in class, and for:

• Assignments

As with all homework and assignment work, you shouldn’t ask students to do something you haven’t shown them how to do in class.

Active Engagement

Active engagement involves thinking hard, and one of the best ways to get students thinking hard is through retrieval practice. This can take the form of:

• Fill in the blanks type maps
• Making their own maps

For example, in my first lesson on our solar system, after showing them the first 5 hierarchical levels of my own map, I may ask them to complete the following by themselves.

I would then ask them to do it for homework. I would repeat this task over time, each time asking them to do more of it themselves. Eventually, I would ask them to make the map from scratch.

It Doesn’t Matter …

The research shows that it doesn’t seem to matter:

• How long you use concept maps for (e.g. a 3-week unit, or a 10-week unit)
• If students complete concept maps individually or in small groups
• If students use static, animated or interactive concept maps

I trust found this guide on concept mapping in the classroom helpful.

Please feel welcome to link to it from your website.

Infographic on Concept Mapping

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1 See for example: Rayner, Vanessa; Bernard, Robert; Osana, Helena (2013). A Meta-Analysis of Transfer of Learning in Mathematics with a Focus on Teaching Interventions . Conference Paper: American Educational Research Association; and, Donker, A. S.; de Boer, H.; Kostons, D.; Dignath van Ewijk, C. C.; van der Werf, M. P. C.(2014). Effectiveness of Learning Strategy Instruction on Academic Performance: A Meta-Analysis . Educational Research Review, 11, 1-26.

SHAUN KILLIAN (MEd., MLead.)

Shaun Killian (me) is an experienced and passionate teacher, as well as a past school principal. After a heart transplant and having both my legs amputated, I am not yet capable of returning to work. Yet, my passion for helping students succeed has led me to use my time to research teaching and associated practices. I then share what I find in practical ways through this website. The greatest compliment I have ever received from a past student was I never left any student behind. That is mission of most teachers and I hope you find the information on this site useful.

2021 shaun patrick killian

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Concept Maps

What are concept maps.

Concept maps are visual representations of information. They can take the form of charts, graphic organizers, tables, flowcharts, Venn Diagrams, timelines, or T-charts. Concept maps are especially useful for students who learn better visually, although they can benefit any type of learner. They are a powerful study strategy because they help you see the big picture: by starting with higher-level concepts, concept maps help you chunk information based on meaningful connections. In other words, knowing the big picture makes details more significant and easier to remember.

Concept maps work very well for classes or content that have visual elements or in times when it is important to see and understand relationships between different things. They can also be used to analyze information and compare and contrast.

Making and using concept maps

Making one is simple. There is no right or wrong way to make a concept map. The one key step is to focus on the ways ideas are linked to each other. For a few ideas on how to get started, take out a sheet of paper and try following the steps below:

• Identify a concept.
• From memory, try creating a graphic organizer related to this concept. Starting from memory is an excellent way to assess what you already understand and what you need to review.
• Go through lecture notes, readings and any other resources you have to fill in any gaps.
• Focus on how concepts are related to each other.

Your completed concept map is a great study tool. Try the following steps when studying:

• Elaborate (out loud or in writing) each part of the map.
• List related examples, where applicable, for sections of the map.
• Re-create your concept map without looking at the original, talking through each section as you do.

Examples of concept maps

Example 1 : This example illustrates the similarities and differences between two ideas, such as Series and Parallel Circuits. Notice the similarities are in the intersection of the 2 circles.

Example 2 : This example illustrates the relationship between ideas that are part of a process, such as a Food Chain.

Example 3 : This example illustrates the relationship between a main idea, such as climate change, and supporting details.

Example 4 : Outlining is a less visual form of concept mapping, but it might be the one you’re most familiar with. Outlining by starting with high-level course concepts and then drilling down to fill in details is a great way to determine what you know (and what you don’t know) when you’re studying. Creating an outline to start your studying will allow you to assess your knowledge base and figure out what gaps you need to fill in. You can type your outline or create a handwritten, color-coded one as seen in Example 5.

Additional study strategies

A concept map is one tool that you can use to study effectively, but there are many other effective study strategies. Check out these resources and experiment with a few other strategies to pair with concept mapping.

• Study Smarter, Not Harder
• Higher Order Thinking
• Metacognitive Study Strategies
• Studying with Classmates
• Reading Comprehension Tips

Make an appointment with an academic coach to practice using concept maps, make a study plan, or discuss any academic issue.

Attend a workshop on study strategies to learn about more options, get some practice, and talk with a coach.

How can technology help?

You can create virtual concept maps using applications like Mindomo , TheBrain , and Miro . You may be interested in features that allow you to:

• Connect links, embed documents and media, and integrate notes into your concept maps
• Search across maps for keywords
• See your concept maps from multiple perspectives
• Convert maps into checklists and outlines
• Incorporate photos of your hand-written mapping

Testimonials

Learn more about how a Writing Center coach uses TheBrain to create concept maps in our blog post, TheBrain and Zotero: Tech for Research Efficiency .

Works consulted

Holschuh, J. and Nist, S. (2000). Active learning: Strategies for college success. Massachusetts: Allyn & Bacon.

If you enjoy using our handouts, we appreciate contributions of acknowledgement.

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Concept Mapping: A Complete Guide

By Tessa Reid , Aug 09, 2022

Did you know concept mapping was originally developed to support learning? 

This concept (pun fully intended) has since caught on with engineers, marketers and all manner of professionals, but back in the 1970s, Joseph D. Novak  and his research team at Cornell University used these maps to help students represent and retain knowledge. 

In his book, Learning How to Learn , Novak explains, “It is necessary to understand why and how new information is related to what one already knows.”

In other words, it’s much easier to retain a new concept when you understand how it fits in with your prior knowledge. Enter the concept map. 

This visual tool involves representing key concepts and relationships in a map or diagram. Nowadays, professionals use concept maps to generate ideas, organize complex information and make missing connections. 

But whether you’re an educator or a business professional, there’s a lot to love about these maps. There’s also a lot to learn, so keep reading for a deep dive on this topic, including what a concept map is (exactly), how to create one (quickly) and why you should (absolutely).

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What is concept mapping, why are concept maps important, benefits of concept mapping, tips to create concept maps yourself, characteristics of a concept map, 4 types of concept maps, concept mapping examples for businesses, faqs about concept mapping.

Concept mapping (also called conceptual  diagramming ) is the process of visualizing the relationship between key concepts. In plain English, a concept map lists ideas in circles or boxes connected with labeled lines or arrows. 

This type of map is ideal for structuring knowledge and organizing everything from simple thoughts to sophisticated systems. Whether you’re in an academic or business setting, a concept map can create clarity and fuel creativity. (More on these benefits in a sec.) 

Here’s a concept map example : 

As you can see, there are two major components in a concept map: the circles or  nodes  and the lines or  links . Nodes house concepts, while links provide context about the relationship between each concept.

Pretty straightforward, right?

Depending on the goal of your map, things can get more complicated. For example, if you’re creating a concept map to summarize a training module for your team members or to help your students study for an exam, your links might feature more thorough information. 

See exhibit A: 

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Depending on your profession and industry, a concept map may help you come up with new ideas, learn faster or teach better. 

In education, concept maps promote active learning — the very action of mapping out concepts helps the brain understand and retain them. In fact, there’s a name for this notion in educational psychology: constructivism . Constructivists believe that learners actively “construct” knowledge. 

Coming full circle here, constructivism is the learning movement that inspired concept maps.

Here’s an example of a more free-form concept map template that outlines different chemistry career paths. Of course, you could customize the content of this map any way you see fit: 

But don’t be deceived by all these educational examples. Concept maps are popular beyond the education sphere, too. 

Business leaders may use them to lay out strategies. Product managers to brainstorm new features. And software designers take concept maps to a whole new level. (They use something called a “ Unified Modeling Language ” to map out system designs.) 

I’ll go into more depth about the different uses for concept mapping a little later on. But first, why have these maps gained popularity across the board? Because benefits! 

From learning and problem solving to creativity and critical thinking, concept mapping comes with many benefits. Here are just a few: 

Supports meaningful learning 

To quote our friend Novak again, “meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures.” 

In other words, making connections between new concepts and what you already know is the way to go. This method of learning relies on existing knowledge to anchor new knowledge. You’re not just trying to memorize facts — you’re building meaningful bridges in your brain. 

Concept maps make this process explicit: you’re literally visualizing the links between old and new ideas. The result? Concepts take on meaning and learning takes place.

Encourages creativity and innovation

If you’re struggling to come up with a solution to a problem or you’re feeling creatively blocked, a concept map can help you get unblocked. 

By visualizing the relationship between ideas, you can uncover brand new connections and broaden your understanding of a problem, project or task. In fact, concept maps are a great brain-storming tool. Simply start with an idea and see where the map takes you. 

Helps organize key concepts

When dealing with complex systems or large amounts of information, concept maps are especially useful. 

They can help you clearly lay out a system in a hierarchical structure. Or, if you have a data set from a survey, for example, you may use a more free-form concept map to organize the results. Either way, these maps can help you make sense out of masses of information.

Here’s an example of a concept map that organizes lots of information:

Promotes critical thinking skills

By virtue of creating a concept map, you need to think critically. 

What’s the relationship between this and that concept? Is it reciprocal or uni-directional? Is there any overlap or redundancy between ideas? What new connections can you make between concepts? You could say concept mapping really is an exercise in critical thinking. 

Facilitates communication

Though concept mapping is often a subjective exercise, you can also use these visual tools to communicate complex ideas. 

For example, lawyers might use concept maps to outline arguments. By presenting their arguments to their team in a concept map, they could get feedback and uncover faults or gaps in their reasoning. 

You could do the same with any project. By laying out a strategy or project in a concept map, you could show your team how everything fits together and talk through any missing pieces while you’re at it. 

There are no hard and fast rules for how to make a concept map . As I mentioned, these maps can be hierarchical or more free-form with many different hubs and clusters. 

But to get the most out of this exercise, keep the following simple tips in mind: 

Start with a question 

Have a topic in mind? Great. Now, turn it into a question. This will help you better define the actual problem you’re trying to solve with your concept map. Use this “focus question” as the starting point for your map.

Park your concepts

Once you have your focus question, brainstorm a list of related concepts, facts and ideas. Put that list in order of least to most specific. As you work through your concept map, you can add items from this “parking lot” until it’s empty.

Think beyond links

Remember how links describe the connection between nodes? There’s also something called cross-links: these links connect concepts across a map and can help you think outside the box (or map, if you will). In addition to using descriptive links, try making connections between concepts that are side by side or across from each other, like in this example: 

Use visual representations

Make your map truly visual by adding icons and illustrations. These additions aren’t just for aesthetics — they can help make the information in your map easier to understand and retain. (If you’re using a concept map for learning and development or education, this point is key.)

Keep creating 

A concept map isn’t a one and done exercise. As ideas, strategies and systems evolve, so too should your concept map. Take the time to reflect and revisit your map with any fresh thoughts, connections and insights. 

Before we dig into the characteristics of a concept map, let’s take a moment to appreciate that alliteration… 

Moving on, when creating a concept map, remember the five Cs: 

• Clarity.  First and foremost, your map should be clear and easy to understand at a glance.
• Correctness.  It goes without saying, your map should accurately reflect the relationships between concepts. You should also keep it up to date with new information and ideas.
• Completeness.  Your concept map should cover all the relevant information on a topic — including relationships and (if applicable) hierarchy — to the best of your knowledge. 
• Conciseness.  Watch out for duplicate or overlapping concepts: how can you reorganize to eliminate redundancies? Think concise but comprehensive. 
• Creativity.  Concept mapping is a creative exercise and your design can be too. Remember, visuals will make your concept map more engaging and memorable. The following map is a good example — it uses a themed color-palette and a few icons to bring a concept to life:

According to a research paper on developing digital learning courses, there are four main types of concept mapping: spider, hierarchy,  flowchart  and system. 

Named for its looks, this type of map extends out from a central concept or node. Sub-concepts surround this central node creating a spider web shape. Spider maps (also called spider diagrams ) are best for representing simple concepts or conducting quick brainstorms. 

b) Hierarchy

Just like it says on the box, these maps visualize related concepts in a hierarchical (top-down) manner. The main concept goes on top and cascades down into more specific sub-concepts. Use this type of map if you need to get across the relative importance of concepts. 

c) Flowchart

Flowcharts  organize information in a sequential or linear manner. Each concept leads to another concept in a specific order. These types of maps are perfect for outlining processes and workflows.

A system map is similar to a  flowchart map , except it’s more free-form. The nodes in this type of map connect to each other as needed to represent a system. As you may have guessed, this is the type of map a software designer might use to visualize a system.

But these maps can also come in handy for visualizing other types of systems, like ones you might encounter when studying biodiversity:

As I touched on earlier, concept maps aren’t just helpful in academia. These maps have many uses in the business realm as well. 

Here some quick examples of how businesses can use concept mapping: 

Product development

Creating concept maps is a great way to visualize all the different factors that go into the product development process. Whether a product team is looking at user flows, information flows or infrastructure, a concept map can help them see the big picture — and make better decisions as a result. 

Strategic planning

Along the same lines, concept mapping can help leadership teams get a holistic view of a company’s operations and strategies. With a concept map, leadership can assess where an organization is now, and where they would like to go next.

Learning and development (L&D)

In L&D, information retention is key. And concept maps can help team members not only understand, but retain information. Make the most of every training by creating a one-page concept map team members can take away. Or, incorporate concept mapping into training to promote information retention on the spot. 

Technical writing 

Similar to how you might create an outline for an article, a concept map can help technical writers lay out complex information — and turn that information into straightforward documentation. 

Here’s an example of a concept map that organizes a complex concept, simply and visually:

What’s the difference between a concept map and a mind map?

A  mind m ap  usually radiates out from a single center.  Mind map templates  may also use a tree structure. Concept maps differ in structure. They’re often hierarchical or free-form with multiple hubs and clusters. Unlike mind maps, concept maps also include information about the relationship between ideas along lines (or links). That’s why concept maps are more commonly used to map out systems, while  using mind maps  for brainstorming is more popular.

Can you use a concept map as an assessment? 

Yes, teachers can use concept mapping to assess their students. In fact, concept maps are one of the best ways to gauge how well students really understand a topic. What connections are they making? What connections are they missing? Since concept maps also promote meaningful learning, this type of exercise is beneficial all around. 

How is concept mapping used in teaching and learning? 

There are many ways to use concept maps in educational settings. For teachers, assigning a concept map exercise can provide insight into their students’ progress and learning processes. Teachers can also share concept maps with their students as learning aids. On the other hand, students can use concept maps to organize their notes, structure their ideas for a project or study for an exam. 

Make your own concept map with a customizable template

I could write another thousand words about the beauty of concept maps and why you should give the practice a try… 

But I’m going to assume if you’ve made it this far, you’re intrigued by the idea! 

Which leads me to believe you’ll also be interested in Venngage’s concept mapping software and collection of customizable concept map templates . Get started for free and make your own concept map — with our user-friendly editor, it truly is quick and easy. 

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Concept Maps for teaching and learning

Posted in Active Learning , Blog Posts , Elementary & Middle Years , English , Inclusive Practices , Learning Design & Planning , Not Subject Specific , Post Secondary , Remote teaching & learning , Secondary | Tagged with brainstorm , CMap , concept map , concept maps , Free , LLED 350 , LLED 360 , mind map , mind mapping , mindmap , mindmaps , multimedia , resources , Teacher Use

What are concept maps?

“A concept map is a type of graphic organizer used to represent knowledge of a topic, forge connections between ideas and create visual representations of one’s understandings. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics” (Novak & Canas, 2006).  

Features of concept maps

There are four essential features represented differently in a concept map:

• Concepts: are words that try to represent a phenomenon, object, or idea. They may synthesize patterns in events or knowledge produced over time. In concept maps, these are depicted as shapes in the diagram.
• Linking words/phrases:  are used to connect two or more concepts and express some kind of relationship between them. They may indicate cause, consequences, conditions. In general, are written using a verb or few words.
• Focus concept or question: it is the main goal of a concept map.  It may be a question, an explanation, or a general idea that conducts your thought and organize all ideas around in the concept map. It is highlighted in the concept map, depending on the hierarchy chosen (top, center, etc.).
• Hierarchical and structure: it is how you will choose to organize the main concepts and their connections. It can be hierarchical (the main concept in the top), circle (the main concept in the middle), or other shapes appropriated to the idea you want to express.

Read more on  about the ‘concept’ of ‘concept mapping’ in this blog post on the “Inspiration” website and how teachers and their students might use concept maps, mind maps, or outlines to support writing, idea generation, and organization, planning and more. Inspiration is a software commonly found on school district devices.

You can also find a step-by-step construction of a concept map about the solar system in the Lucidchart or in the example below:

When to use concept maps in education?

Concept maps  are powerful graphic organizers that can be used in many ways to illustrate and explore connections across ideas. In this sense, concept maps allow students to formulate their understanding in a non-linear way of thinking, showing their process of thinking during understanding a new idea or content.

Teachers can use concept maps to:

• Build new knowledge, deepen students’ understanding: designing a concept map provides students and teachers with an opportunity to construct and share their understanding of a topic, theme, concept, area of interest. This Edutopia article provides a good starting point for learning more about the power of concept maps and other strategies to support deeper thinking.
• Identify possible misconceptions: during the process of designing a concept map, teachers can understand better the logic used for students to build their knowledge and the origin of misconceptions. Curtis Chandler, a former Kansas teacher of the year has an interesting blog post about how concept maps can be used to understand some students’ misconceptions or not use accurate language.
• Designing lessons: concept maps can even be used by teachers as a format for planning units or lessons of instruction, allowing teachers to visualize the logic used to connect several lessons into a unit plan or make cross-curricular connections.
• Assessment: concept maps can help students illustrate the connections between their ideas, concepts, or content in meaningful ways and can be used as formative and summative assessments. The University of Waterloo has some guides about what is important to consider when designing rubrics for assessing concepts maps.
• Create study habits: teachers can have students create concept maps summarizing the main ideas of a unit, creating the habit of continuum revision of the knowledge learned.
• Encourage collaboration and communication: a mind map might be collaboratively constructed in real time or asynchronously (using appropriate apps) allowing students to negotiate, think critically and communicate their ideas and understandings with others.

How to get started?

As mentioned, CMaps, concept maps can be analogue or digital. Teachers might consider providing students with a choice in developing their map using high tech or low/no-tech approaches depending on the objectives. If the objective is to widely share the map, then digital may be preferable (of course, students might also take a photo of a map ‘in process’ and one that is ‘completed’ in order to share as part of a portfolio or published work/project).

For higher-tech options, try:

• Mindmaps : it is a tool that allows you to create concept maps without the need for an account. It also allows you to save your map in the cloud or download it to your computer.
• Inspiration or Kidspiration as computer based or iPad apps Highly visual concept mapping software that allows the user to easily insert images from a large media folder. School districts commonly license these applications for use on their devices.
• Bubbl.us is an online collaborative concept mapping software – each individual with an account can be invited to contribute to a given map being created in the cloud. With a paid educator account, a teacher can invite students using a link to either view or collaborate (students do not need to provide their information or sign up for an account). Paid app with Free trial options for Educator accounts.
• Teachers should always be aware of appropriate permissions in their context/school districts. These might include parental consent, student informed consent or it may not be permitted to have students sign up using gmail or other account information.
• Twitter/X can be a great place to search for examples, research, blogs and new mind mapping tools. There are even a few related hashtags you can follow: Tweets about imindmap

No/Low Tech Options:

Collaborative or Individual drawing on chart paper or using sticky notes on a whiteboard or a table with a group of students are great options for kinesthetic or non-digital mind mapping. A primary teacher might even have students use kinesthetic, solid objects to create their mind map. Teachers might begin helping students develop their ability to connect ideas by providing a skeleton. This will help scaffold learning and introduce students to different ways to connect ideas.

Freeform Concept maps can be drawn by hand or using some of the available draw applications made for smartphones and tablets!

References:

Novak, J. and Cañas, A (2006): The Theory Underlying Concept Maps and How to Construct Them (Technical Report IHMC CMap Tools 2006-11). Florida Institute for Human and Machine Cognition.

Original post YD 2017 adapted by Peer Tutor Ariane Faria dos Santos (Ph.D. EDCP), Feb. 2022.

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Home » Mind Map » Using Concept Maps in Education

Using Concept Maps in Education

• Posted on January 2, 2024
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Strategies for Teaching, Learning, and Assessments

Concept maps are powerful visual tools that can significantly enhance the teaching and learning process. When used effectively, concept mapping promotes meaningful learning, improves comprehension and retention of concepts, and provides instructors with insightful assessment data.

Some key benefits of utilizing concept mapping in education include:

• It helps students organize and represent knowledge in a way that reveals how different concepts relate to each other. This understanding of relationships and connections between ideas is essential for gaining a holistic perspective.
• The visual format makes abstract subjects and processes more concrete and easier to understand. Maps provide “mental pictures” that reinforce comprehension.
• Mapping promotes active engagement with course material as students determine concepts and link them to form propositions. This hands-on approach facilitates deeper learning.
• Instructors can use student-generated concept maps for formative assessment to gain valuable insights into student understanding and identify gaps or misconceptions.
• Concept maps also serve as effective study tools. The organizational structure provides outlines to review material and jog memory.

Educators seeking to incorporate concept mapping can leverage our free and powerful online Concept Map Tool available on the Visual Paradigm Smart Board. Some key features that make it a suitable platform for educational use include:

• Eight predefined chart structures that allow users to represent ideas in the most effective visual format depending on the subject. The Concept Map structure lends itself well to representing interconnected concepts.
• An intuitive interface that simplifies the creation of high-quality concept maps without a learning curve. Labels, lines, multimedia elements are easily added and moved.
• Flexible customization options for backgrounds, styles, colors to create visually appealing maps that engage learners.
• Unlimited maps and workspace to capture all concepts related to a topic without limitations. Great for building on original maps created in class.
• Exporting/importing capabilities preserving the structure enables collaborative work and information exchange seamlessly.
• All concept maps are automatically saved online, eliminating the risk of data loss. Access from any device for collaboration.

How long does it take to create a concept map?

The time required varies depending on the scope and complexity of the topic. Basic maps can often be generated within 30 minutes, while more extensive ones may take an hour or more. Most students can create maps more quickly as they gain experience using the tool and applying the technique.

Is concept mapping only useful for STEM topics?

While concept maps are commonly used in science, technology, engineering and mathematics , the approach also effectively represents information from other disciplines like literature, social sciences, and humanities. Any subject involving complex ideas and their interrelationships can benefit from visual concept mapping.

In summary, concept mapping is a simple yet powerful educational strategy that actively engages students in meaningful learning. When leveraged on the free Visual Paradigm Smart Board tool, it provides instructors with a seamless platform for implementing this approach in their classroom teachings as well as for formative assessment purposes. The benefits of enhanced comprehension and retention of concepts makes it a valuable toolkit for modern pedagogy.

Start creating professional-quality concept maps for your classroom with Visual Paradigm Smart Board – a free online concept mapping tool. Explore features at  https://board.visual-paradigm.com  or get started mapping your ideas now!

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Concept Maps as Versatile Learning, Teaching, and Assessment Tools

• Reference work entry
• First Online: 15 October 2023
• Cite this reference work entry

• Beat Adrian Schwendimann 4  

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Concept maps can serve as versatile tools for learning, teaching, and assessment to support integrating complex concepts. Research suggests that concept maps can be successfully implemented in a wide variety of settings, from K12 to higher and professional education. However, the effectiveness of concept maps depends on different factors, such as concept map training, choosing a suitable form of concept map to match the task and learner, and how to evaluate concept maps. This chapter presents two case studies that use a particular form of concept map, a Knowledge Integration Map, to illustrate different concept mapping tasks and evaluations. This chapter concludes that, if implemented thoughtfully, concept maps can be versatile tools to support knowledge integration processes toward a deeper understanding of the relations and structures of complex concepts.

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Acknowledgments

The research for this chapter was supported by the National Science Foundation grant DRL-0334199 (“The Educational Accelerator: Technology Enhanced Learning in Science”).

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Schwendimann, B.A. (2023). Concept Maps as Versatile Learning, Teaching, and Assessment Tools. In: Spector, J.M., Lockee, B.B., Childress, M.D. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17461-7_86

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Concept Mapping

Concept maps are a powerful tool for identifying relationships among ideas you learn in class. Understanding these relationships and depicting them visually can help you learn course material at a much deeper level and retain it better, too.

Concept maps are highly personalized and provide an opportunity to organize course material in a way that makes most sense to you .

The main point is to end up with a diagram of all of the important ideas from your class, with terms you add that describe how the ideas are connected to each other.  (Some students find that adding these “linking terms” is one of the most challenging part of making a concept map- actively deciding how the ideas are related is key to the effectiveness of concept maps, so don’t skip the linking terms.)

Concept maps can be helpful learning tools in just about any class: STEM, humanities, social sciences, languages, even the arts!

There are many ways to make concept maps, find an approach that works for you.

Here’s the general idea:

1. Start by brainstorming the main big-picture ideas you want to study.

• This is not a list where the order matters, it’s just a brain-dump list.
• Look through chapter headings, lecture notes, and other class material to make sure you haven’t forgotten anything major.
• You can make your list digitally, with pencil and paper, on note cards, or even on small scraps of paper.

2. Choose an idea from your brain-dump list. It can be an idea that:

• you think is important (the title of the chapter or lecture, for example),
• was covered in class most recently,
• you feel most confident about,
• or even just a random one.

3. Put that idea down on paper or on a whiteboard or chalkboard, sort of in the middle. People usually like to but a box or circle around each term—it helps the terms stand out, and it’s oddly satisfying.

4. Now, go through your list of terms.

• What other terms are connected in some way to the one you just used?
• The relationship could be a hierarchy, a timeline, small things going to large things, or something else.
• You might not know what relationship you’re going to identify until you look at your list of terms!
• If you’re feeling stuck this is a great time to work with peers or go to office hours .
• You might identify different relationships than people you’re studying with, that’s ok. It can be useful to try to understand why your study partners are thinking differently than you. You don’t necessarily need to agree, but do check to make sure you’re not operating with misconceptions or misunderstandings of the material.

5. Come up with “linking terms” that explain how you see the ideas being related to each other.

• Linking terms are important for seeing relationships and connections.
• If you can’t come up with a linking term for an idea, try moving the idea around to different spots until you can.

6. Arrange and re-arrange all of the ideas you identified on your brain-dump list until the way you have them organized makes sense to you.

• You may find you want to hold off using some ideas for a different concept map, and/or you may find you want to add some you hadn’t thought of initially.

7. When you are studying for exams it can be effective (and for some people also super fun) to geek out and make giant concept maps that put together smaller concept maps you’ve made throughout the semester.

©Cornell University Learning Strategies Center

References: Holschuh, J. and Nist, S. (2000).  Active learning: Strategies for college success.  Massachusetts: Allyn & Bacon.

Javonillo, R., & Martin-Dunlop, C. (2019). Linking Phrases for Concept Mapping in Introductory College Biology. Bioscene: Journal of College Biology Teaching , 45 (3), 34–38.

Would you like to learn more?

• Use of Concept Mapping to Improve Problem Solving
• Concept Mapping: An Effective, Active Teaching-Learning Method
• The Effect of Concept Mapping to Enhance Text Comprehension and Summarization
• The Effect of Concept Mapping on Students’ Learning Achievements and Interests
• Linking Phrases for Concept Mapping in Introductory College Biology

Concept Mapping: A Revolutionary Approach to Planning in Education

Table of Contents

Have you ever tried to untangle a complex idea, only to find yourself lost in a web of thoughts? Enter concept mapping , a revolutionary approach to planning in education that promises to turn chaos into clarity. This method isn’t just about organizing thoughts; it’s a visual journey through the relationships and connections between concepts that can transform the learning experience.

What is concept mapping and why should you care?

At its core, concept mapping is a visual representation of knowledge. Imagine a network of nodes, each representing a unique concept, connected by lines that map out the relationship between them. It’s like a roadmap of ideas, where each intersection points to a new avenue of thought. But why is this important? Because concept mapping aligns perfectly with constructivist theory , which posits that learning is best facilitated by building upon what we already know. This method encourages learners to integrate new information with existing knowledge, fostering deeper understanding and retention.

The constructivist underpinnings of concept mapping

Constructivism, a paradigm that emphasizes the learner’s active role in constructing meaning, provides the theoretical foundation for concept mapping. The learner is seen not as a passive recipient of information but as an active participant in the creation of their own knowledge. Concept mapping embodies this by enabling learners to see connections, draw relationships, and create a structured representation of what they know and what they’re trying to learn.

How does concept mapping facilitate meaningful learning?

Meaningful learning occurs when new information connects with the learner’s existing knowledge base. Concept mapping is a powerhouse in this arena. It lays out complex information in a structured, easy-to-understand format that helps learners assimilate new concepts and reinforces their existing knowledge.

Visualizing the connections between concepts

By visualizing relationships, concept mapping allows learners to see how new ideas fit within their current understanding. This not only aids in comprehension but also helps in identifying gaps in knowledge, prompting further exploration and study.

Enhancing understanding and retention

Studies have shown that visual aids can significantly improve memory retention. Concept maps serve as a visual aid, making them a valuable tool for learners to recall and apply what they have learned.

Implementing concept mapping in the classroom

Integrating concept mapping into the educational process can seem daunting at first, but with some strategic planning, it can become a seamless part of the learning experience. Educators can guide students through the process of creating their own concept maps, starting with a central concept and branching out to show its connections to other ideas.

From theory to practice: Concept mapping activities

One effective way to introduce concept mapping is through group activities, where students collaborate to create a map for a new topic. This not only reinforces the material but also fosters teamwork and communication skills.

Assessment and feedback

Concept maps can also be used as an assessment tool, providing educators with insight into a student’s understanding of the material. Feedback can then be tailored to address specific misconceptions or areas needing further clarification.

Case studies: Success stories of concept mapping in action

There are numerous success stories that highlight the effectiveness of concept mapping in educational settings. From primary schools to tertiary education, concept maps have been used to break down complex subjects like biology, history, and even computer programming.

Enhancing critical thinking and problem\-solving skills

Concept mapping isn’t just about memorization; it’s also about developing critical thinking and problem-solving skills. By analyzing the connections between concepts, students learn to approach problems from different angles and develop strategies for tackling complex challenges.

Supporting diverse learning styles

Visual learners, in particular, may find concept mapping especially beneficial, but its structured approach can aid auditory and kinesthetic learners as well. By engaging with the material in a dynamic way, concept mapping caters to a range of learning preferences.

Tools and resources for creating concept maps

The digital age has brought with it a wealth of tools and resources to help create and share concept maps. From simple drawing tools to sophisticated software designed specifically for concept mapping, these resources make it easier than ever to visualize and organize ideas.

Software and apps for concept mapping

There are numerous software applications, both free and paid, that facilitate the creation of concept maps. These tools often come with features like collaborative workspaces, cloud storage, and the ability to include multimedia elements in maps.

Integrating technology in concept mapping

Technology integration can take concept mapping to the next level, allowing for real-time collaboration and sharing of maps across different platforms. This can greatly enhance the learning experience, providing students with a more interactive and engaging way to grasp complex concepts.

Concept mapping is a testament to the power of visual learning and the importance of understanding rather than just memorizing. As educational paradigms shift towards more holistic and student-centered approaches, concept mapping stands out as a tool that can truly revolutionize the learning process. With its ability to make complex ideas accessible and engaging, concept mapping is not just an alternative approach to planning in education—it’s a gateway to deeper, more meaningful learning.

Have you tried concept mapping in your studies or teaching? How did it change your approach to learning or instruction? Share your experiences and let’s delve into the transformative power of visual learning together.

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Learning & Teaching

1 Understanding Learning

• What is Learning?
• Nature of Learning
• Learning and Related Concepts
• Dimensions of Learning
• Learning Styles
• Pace of Learning
• Modes of Learning
• Transfer of Learning

2 Approaches to Learning

• Behaviouristic Approach to Learning
• Cognitive Approach to Learning
• Social Learning Approaches
• Humanistic Approach to Learning

3 Learning for Construction of Knowledge

• Constructivism: An Introduction
• Various Constructivists’ Ideas
• Constructive Learning Environment
• How Learning Takes Place

4 Learning In Various Contexts

• Active Learning
• Observational Learning
• Situated Learning
• Collaborative Learning
• Learning Out of the School

5 Learner in Socio-Cultural Context

• Socio-cultural Diversity among Learners
• Factors Affecting Learners
• Changing Perception about Learners
• Various Type of Learners
• Differently-abled Learners

6 Learner as an Individual-I

• Concept of Intelligence
• Intelligence and its Role in Learning
• Understanding IQ, EQ, and SQ
• Multiple Intelligence
• Concept of Personality
• Personality and Learning

7 Learner as an Individual-II

• Learner Preparedness

8 Understanding Teaching

• Nature of Teaching: Dual Nature
• Teaching as a Morally Laden Activity
• Interrelationship between Teaching, Learning, Instruction, and Pedagogy
• Concepts Related to Teaching
• Phases of Teaching
• Maxims of Teaching
• Teaching as a Complex Activity
• Teaching as a Profession
• Role of Teacher in Providing Dynamic Curricular Experiences

9 Planning Teaching-Learning

• Considerations for Instructional Planning in Classroom
• Planning for Teaching
• Behaviourist Lesson Planning
• Alternative Approach to Planning
• Constructivist Lesson Planning (5-E Approach)

10 Organizing Teaching-Learning

• Designing Instructions
• Basic Consideration for Selecting a Method
• Lecture Method
• Demonstration Method
• Team Teaching
• Inquiry Approach
• Problem Solving
• Cooperative Learning

11 Teaching-Learning Resources

• Teaching-Learning Resources
• Learner and Their Environment as Learning Resources
• Classroom as a Resource
• Community as a Learning Resource
• Improvised Resources
• ICT and Multimedia as Learning Resources

12 Managing Classroom Teaching-Learning

• Management and Instruction
• Classroom Management: The Concept
• Understanding Learners’ Needs
• Principles of Classroom Management

13 Teacher in Diverse Role

• Teacher as a Person
• Teacher’s Personal Characteristics
• Teacher as a Transmitter of Knowledge
• Teacher as a Planner
• Teacher as a Facilitator
• Teacher as a Co-creator
• Teacher as a Leader
• Teacher as a Manager
• Teacher as a Counsellor

14 Teacher as Innovator and Action Researcher

• Innovation: Need and Concept
• Types of Innovation
• Process of Innovation
• Teacher as an Action Researcher
• Pre-conditions for Taking Up Action Research
• Quality Issues in Action Research
• Steps Involved in Action Research
• Format for Documenting Your Action Research

15 Teachers as Reflective Practitioner

• Concept of Reflection
• Different Perspectives on Reflection
• Approaches to Reflective Thinking
• Techniques of Promoting Reflection

16 Professional Development of Teachers

• What is a Profession?
• Characteristics of a Profession
• Characteristics of Teaching Profession
• Need and Importance of Professional Development
• In-service Teacher Training as Professional Development
• Continuous Professional Development (CPD)
• CPD through ICT

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What is a Concept Map

What do you want to do with concept maps.

Use a concept map maker to help others better understand and visualize various ideas and how they work. This guide covers everything you need to know about concept maps, from definitions and key features to use cases and history.

15 minute read

Want to create your own concept map? Try Lucidchart. It's fast, easy, and totally free.

What is a concept map?

A concept map is a diagram or graphical tool that visually represents relationships between concepts and ideas. Most concept maps depict ideas as boxes or circles (also called nodes), which are structured hierarchically and connected with lines or arrows (also called arcs). These lines are labeled with linking words and phrases to help explain the connections between concepts.

Key features of concept maps

Concept maps are also referred to as conceptual diagrams. While other types of diagrams may look similar, concept maps have specific characteristics differentiating them from other visual tools.

Concepts are defined as “perceived regularities or patterns in events or objects, or records of events or objects, designated by a label” and are depicted as shapes in the diagram.

Linking words/phrases

Linking words or phrases are located on the lines connecting objects in a concept map, and these words describe the relationship between two concepts. They are as concise as possible and typically contain a verb. Examples include "causes," "includes" and "requires."

Propositional structure

Propositions are meaningful statements made up of two or more concepts connected with linking words. These statements are also known as semantic units or units of meaning. Concepts and propositions are the foundation for the creation of new knowledge in a domain. Essentially, a concept map visually conveys a set of propositions about a certain topic.

Hierarchical structure

A key element of the concept map is its hierarchical structure. The most general and inclusive concepts are positioned at the top of a concept map with the more specific and exclusive concepts arranged hierarchically below. As such, a concept map is designed to read from top to bottom.

Focus question

A focus question defines the issue or problem the concept map needs to solve. Developing a focus question allows you to design with a context in mind and thus helps guide and maintain the direction of your concept map. Within the hierarchical structure, the focus question should be at the very top of the concept map and serve as a reference point.

Parking lot

Before beginning your concept map, it can be helpful to come up with a list identifying the key concepts that need to be included. Establish a rank ordered list from the most general concept to the most specific. This list is referred to as a parking lot, as you will move the items into the map as you figure out where they fit in.  

Cross-links

Cross-links are relationships between concepts in different domains of the concept map, allowing you to visualize how ideas within these different domains are connected. Both the cross-links and the hierarchical structure facilitate creative thinking, and these cross-links often indicate moments of creativity.

Why use a concept map?

The brain processes visuals 60,000 times faster than it processes text. Designed as a tool to organize and represent knowledge, concept mapping can help you visualize relationships between various concepts and test your understanding of complex subjects. Thinking through and visually representing relationships between ideas forms mental connections that allow for better retention of knowledge. This diagram is a popular way to capture understanding of a topic for work, school, or personal study. It's used most frequently in academia, but the process can be easily applied to other fields.

Concept mapping offers benefits for any learning process:

• Facilitates comprehension with its visual format
• Synthesizes information by integrating new and old concepts to better grasp the big picture
• Encourages brainstorming and high-level thinking
• Fosters discovery of new concepts and their connections
• Provides clear communication of complex ideas
• Promotes collaborative learning
• Sparks creativity
• Snapshots your current knowledge to assess understanding
• Identifies areas that need further knowledge or review

When to make a concept map

Concept maps are an optimal learning tool for students and educators, whether the contributors are enrolled in school, teaching or tutoring a subject, or developing new skills on their own. The process of connecting ideas in a tangible space can solidify your topical knowledge, as well as clarify which areas need a little work.

Making a concept map can be helpful when:

• Presenting concise overviews of a field
• Absorbing information while studying for an exam
• Assessing a student’s grasp of a particular topic
• Consolidating knowledge during the learning process
• Demonstrating an acceptable level of understanding on a subject
• Defining knowledge that exists in your head but hasn’t been formally documented

Concept maps are similar to other node-linking mapping methods such as topic maps or UML diagrams. However, concept maps differ due to their philosophical basis, which holds that concepts and propositions are the foundation of new knowledge and meaning.

Keep in mind that concept maps are not the same as mind maps, though they’re frequently confused (see below for more details). Concept maps aren’t the best tool for visualizing new ideas, organizing meetings, or managing tasks and projects. You may want to try mind maps or another type of diagram in these scenarios.

Concept maps vs. mind maps

Many people have trouble telling concept maps and mind maps apart. Here’s how to determine if you’re dealing with a concept map or a mind map:

Concept maps

• Are used to represent tacit knowledge, like an existing theory or concept. The ideas are usually generated externally.
• Tend to represent academic knowledge, so their application is more formal.
• Contain general knowledge near the top of the map, with related concepts arranged hierarchically below.
• Show topics with cross-linking and multiple relationships.
• Are used to flesh out a set of ideas, which are often generated internally.
• Tend to represent a greater variety of tasks and concepts, so their application is more flexible.
• Contain a single word, phrase, or image in the center of the map, with related ideas radiating outward in all directions.
• Show topics with a single parent and several children.

Concept mapping for education

Students can use concept mapping to:

• Organize and structure new material
• Increase learning by relating new and old knowledge
• Map out relationships between things such as vocab words, characters in a story, events in history, etc.
• Plan/outline writing projects
• Design their own representations of knowledge
• Brainstorm new ideas
• Create study guides
• Design complex structures

Teachers can use concept mapping to:

• Plan curriculum
• Assess understanding or diagnose misunderstanding of students
• Explain complex ideas
• Assist struggling readers

As educators incorporate concept maps into their teaching methodology, they can provide aids to help facilitate the process for students:

• Give a focus question to get the wheels turning.
• Create a parking lot (list of key concepts) to help students determine what to include in their map.
• Provide expert skeleton maps so students have a structure to follow. These are small concept maps started by an expert on the topic which students can then expand upon.

Research indicates that students working in small groups and cooperating while learning results in positive cognitive and affective outcomes. Concept mapping allows for this productive small group work among students and teachers in any subject matter.

Concept mapping for business

While widely used in education, concept maps have expanded to the business world as well. Concept maps communicate ideas well and prompt intuitive visual thinking that aid business analysis. Concept mapping is a group process, making it an ideal activity for teams or groups of stakeholders, and it is especially when solving problems, whether they be in marketing, new product design or administration. They allow all organization members to evaluate where they are currently and where they would like to go, and they can be easily made and maintained by anyone, even the non-technical users.

Concept maps bring a creative and results-oriented approach known as design thinking to business. Within this approach, concept maps can be used for inspiration, ideation and implementation. These diagrams are excellent storytellers, helping in the ideation and inspiration phases. When it comes time for implementation, concept maps help with instruction, documentation and communication.

Concept mapping can serve a variety of purposes in a business organization:

• Promoting company-wide understanding of business requirements
• Spotting gaps and contradictions
• Identifying complex relationships among ideas
• Learning the “language” of a client
• Establishing a consistent language for a project
• Identifying potential requirements dependencies
• Modeling inventory flows, cash flows, relationship flows, etc
• Product development
• Market analysis
• Decision-making
• Formulating research projects
• Mapping team knowledge
• Archiving expert knowledge
• Creating a shared vision within a team or organization
• Generating advance organizers
• Training new employees
• Software design
• Ontology-building

Concept mapping for healthcare

Within the healthcare industry, concept mapping allows for prioritizing ideas, evaluating consensus, identifying gaps and creating improved action plans. It allows the various stakeholders of an organization to come together and formulate effective plans, as faculty are able to create a shared representation of the patient’s condition and situation and determine the proper next steps.

Applications of concept mapping within healthcare include:

• Organizing workloads
• Prioritizing patient assignments
• Critically thinking through abnormal assessments
• Mapping out plans of care
• Identifying relationships between symptoms
• Revealing diagnosis
• Training medical staff

History of concept mapping

Concept mapping as a method was developed by Joseph Novak and a team of researchers at Cornell University in the 1970’s. Dr. Novak was searching for a new tool to describe explicit changes in children’s conceptual understanding.

Both he and his colleagues at Cornell had studied psychologist Jean Piaget’s theories on cognitive operational stages. Piaget and other experts assumed that children weren’t capable of comprehending abstract concepts, like the nature of matter, before the age of 11. Dr. Novak decided to launch a research project that would observe minute changes in the way children learned new ideas. He was inspired by a theory from David Ausubel, a proponent of Piaget’s theories. Ausubel wrote,

“If I had to reduce all of educational psychology to just one principle, I would say this: the most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly” (Ausubel, 1968, p. vi)

With this idea as their guiding light, the Cornell team developed a new tool during their longitudinal study: the concept map. These maps were simple—just one or two words to represent the main idea, and lines showing linking words that created a meaningful statement. The most general concepts were grouped at the top of the map and the most specific ones at the bottom. Novak taught students to build concept maps to demonstrate their knowledge on focus questions such as “What is water”.

The research team explained,

“We found that a 15- or 20-page interview transcript could be converted into a one-page concept map without losing essential concept and propositional meanings expressed by the interviewee. We soon realized this was a very powerful and concise knowledge representation tool, a tool that changed our research program from this point on.”

Since 1972, concept mapping has become extremely popular, as specialists in fields from education to healthcare realize the unique benefits of this type of diagram.

Theoretical foundation

Concept maps are based on Ausubel’s Assimilation Theory and Novak’s Theory of Learning, which discuss how people learn new information by incorporating new knowledge with knowledge they already posses. Novak stated,

“Meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures.”

Through meaningful learning, discussed more below, the integration of new concepts into our cognitive knowledge structure occurs through linking the new knowledge to concepts already understood. A concept map provides a visual demonstration of these relationships between concepts in our cognitive structure. The origin of concept maps stems is based in constructivism, which discusses how learners actively construct knowledge.

Physiological foundation

Children acquire concepts during the age of birth to three years as they start identifying labels or symbols for regularities they observe in the world around them. This early and autonomous learning is known as the discovery learning process. After age three, the reception learning process begins, where new meanings are formed by asking questions and understanding the relationships between old and new concepts—concepts are no longer defined by the learner but described by others and transferred to the learner.

In addition to exploring these two learning processes, Ausubel also differentiates between rote and meaningful learning. Rote learning occurs when there is little or no relevant knowledge to the new information being presented and no internal commitment to incorporate new and existing knowledge. As a result, information is easily forgotten. The cognitive structure is not enhanced to clear up faulty ideas.

Meaningful learning can only occur under the following three circumstances:

The new material being presented must be clear and relatable to the learner’s prior knowledge. Concept maps are helpful here, as they identify general concepts held by the learner which can then be built upon.

The learner needs to possess relevant prior knowledge, especially when trying to comprehend detailed and specific knowledge in an area.

The first two conditions can be controlled directly by the instructor. However, the third cannot, as it requires that the learner choose to learn meaningfully. In other words, they make an effort to assimilate new and old information rather than just memorizing.

The distinction between rote and meaningful learning is a continuum, as individuals possess different amounts of relevant knowledge and different motivation levels for knowledge assimilation. Creativity is a a very high level of meaningful learning on this continuum.

Working and short-term memory are the most important for getting knowledge into long-term memory. Information is processed in the working memory through interaction with knowledge in long-term memory; however, the working memory can only process a small number of units at a time. However, if these units can be grouped together, it is much easily recalled. Organizing large amounts of information requires repetition between working memory and long-term memory. Concept mapping is powerful for meaningful learning because it acts as a template to help organize and structure knowledge, even though the structure must be built piece by piece with small units of interacting concepts and propositions. This process allows for the use of knowledge in new contexts and for increased retention. In addition, research shows that our brain prefers to organize information in the hierarchical structure characteristic of concept mapping.

Epistemological foundation

Epistemology is the branch of philosophy dealing with knowledge and new knowledge creation. There exists a growing consensus that new knowledge creation is a constructive process that involves our knowledge and our emotions. Novak believes that new knowledge creation is high meaningful learning by those with an organized knowledge structure on a certain topic and a strong motivation to find new meaning.

Concept maps are associated with constructivist theories of learning in which learners are active participants rather than passive recipients of knowledge. Learners must make an effort to bring new meaning to information they already know. Building concept maps is a creative process, as concepts and propositions are the foundation for knowledge in any domain.

How to build a concept map

Here are the basic steps in constructing a concept map. We have a much more detailed article with instructions on how to make a concept map step by step, if you’re ready to learn more . 

Identify the focus question or main topic—think about the problem or issue you want the concept map to resolve. This idea should connect to all others on your map and will guide the hierarchical structure.

Identify all the key concepts that relate to the main idea you identified. Order them with the most general concepts first and the more specific concepts last. This list is referred to as the parking lot.

Create a preliminary concept map linking the concepts together. Remember to add linking words or phrases on the lines to demonstrate how the concepts are related.

Add cross-links to connect concepts in different domains.

• Continually revise your concept map as needed.

Helpful Resources

• How to Make a Concept Map
• Create a concept map

Instead of struggling with clunky software or a desk full of colored pencils, use Lucidchart. You can write, organize and style your concept maps in record time and then share it with others.  

What is a concept map?

Reading time: about 7 min

• Organization and evaluation
• Teamwork and collaboration

A concept map is a visual representation of an overarching topic and the relationships between individual ideas, images, or words that lend themselves to the larger picture. Using designated shapes, as well as labeled lines and arrows, concept maps can depict cause and effect, requirements, and contributions between items. Concept maps are ideal for developing logical thinking, dissecting complex systems, and contextualizing specific ideas within larger topics.

What is concept mapping?

Concept map vs. mind map.

Mind maps and concept maps are similar in their objectives, but their construction and use cases vary. Here is a rundown of how mind maps and concept maps differ:

• Concept maps are a bit more varied in how they depict relationships, while mind maps are typically limited to radial hierarchies and tree structures.
• Concept maps depict cross-linking between multiple relationships. Mind maps focus on a straightforward flow of ideas from one main topic, or a single parent/several children construction.
• Concept maps are typically applied in more formal business and academic settings, whereas mind maps are more spontaneous and flexible in their application.
• Concept maps explore ideas and concepts that have been introduced externally, such as theories or existing systems. Mind maps usually flesh out topics that have been generated internally.

Concept mapping is the process by which your selected concept or system is dissected into individual topics and relationships. In its simplest form, concept mapping may look something like a brainstorming session in which a main topic is explored, dissected, and organized into smaller relationships. However, this process can also involve knowledge modeling and assessment, system building, or a line or argument in which a system’s faults are deliberately exposed.

Depending on its application, concept mapping can take place individually or as a collaborative effort with a group of people. While it is possible to create a concept map by hand, a concept software such as Lucidspark allows for a much cleaner experience with the ability to modify your concept map as ideas evolve.

Advantages of concept mapping

Concept maps offer a number of advantages, both in their creation and the visual itself. Here are a few of the pros of implementing a concept map:

• They provide a “big picture” visualization of a topic while clearly defining the relationships within.
• They’re able to convey a large amount of information, clearly and succinctly.
• They assist with meta-cognitive and lexicon development, as well as memory retention.
• They can be used in a number of scenarios, from brainstorming to training and official documentation.
• They encourage out-of-the-box thinking.

Disadvantages of concept mapping

While there are numerous benefits to using a concept map, they may not be suitable for every scenario. Here are some of the shortcomings you may come across when using a concept map:

• They can be visually overwhelming or messy when used to explore large concepts.
• They limit users to using keywords, which can lead to vague concept maps.
• They can be more time-consuming than other forms of visualization.

Types of concept mapping

Depending on your situation, you can choose from one of four main types of concept maps:

Spider mapping : A spider concept map is organized by putting the central theme or idea in the center of the document, with subtopics branching out from the center theme. It’s typically the easiest type of concept map to make and understand.

Flowcharting : A flowchart concept map presents information in a linear format.

System mapping : A systems concept map presents information in a flowchart-like format with the addition of inputs and outputs throughout the diagram. These types of concept maps are considered the most thorough presentation of data.

Hierarchy mapping : In a hierarchy concept map, information is presented in descending order of importance from top to bottom. General data is placed at the top and becomes more specific as it moves down.

How to use concept maps

The brain’s ability to understand and retain knowledge depends heavily on how it’s presented. By creating a visual representation of potentially complicated relationships that make up a topic or system, you can deepen your understanding of a subject and increase your overall knowledge retention.

Concept maps in education

Concept maps are most widely used in academia and have a number of applications for both teachers and students to use as a study aid.

Concept maps for teachers:

• Creating concept maps is a useful pre-assessment to gauge student knowledge about a particular subject.
• Concept maps convey the intricacies of topics that might be difficult to explain orally or in a linear format.
• Concept maps can be used to further a student’s meta-cognitive, problem-solving, and strategic-thinking skills.
• Concept maps are great tools for encouraging creative and analytical thinking, individually or in groups.

Concept maps for studying:

• Concept maps can be used as a visual aid in memorizing vocabulary, events, or complex theories.
• Concept maps can act as outlines for writing assignments or projects.
• Concept maps can help visual learners take more effective notes.
• Concept maps provide useful visual structure for group brainstorming or planning sessions.

Concept maps in business

While concept maps are used primarily in education, business concept mapping has evolved as a useful tool for a wide variety of business scenarios:

• Concept maps can model inventory and cash flows, market analysis, and product development.
• A concept map can help teams gain universal understanding concerning team knowledge, business requirements, and more.
• Concept mapping can enhance software design and the formulation of projects.
• A concept map can help teams break down complex ideas, relationships, and dependencies.
• Concept maps can be used to establish a consistent language for a client or project.

How to make a concept map

Follow these steps to create a thorough, organized concept map that meets your needs:

1. Select a drawing medium : Although a concept map can be created by hand, paper and ink don’t offer the same flexibility as a concept mapping software. Lucidspark not only allows for free-form ideation and organized concept exploration, but it allows for your work to be modified, saved, and shared effortlessly.

2. Select a main topic : Your main topic can be any number of abstract or physical concepts. To narrow down your search, try asking yourself or your team a focus question that clearly identifies a problem, process, or area of exploration. Your concept map should ultimately serve to answer that question.

3. Identify key concepts : Once your main topic has been identified, you can begin to list related ideas and order them from general to most specific. Your list should include anywhere from 15 to 25 topics. Go through your list and describe each topic simply using 1 or 2 words.

4. Organize each concept using shapes and lines : Place your concepts in order from most general (at the top of your page) to most specific (at the bottom). Use lines and arrows to draw connections between main concepts and specific, using verbs such as “requires” or “facilitates” to describe the relationship between the two. Once this has been completed, you can label relationships between concepts on the same level.

5. Examine your map for accuracy : Once each element has been added to your concept map, take a look to see that your concept map is an accurate representation of your main topic. Make sure your diagram answers your focus question and that each element has been correctly positioned within your document. You can use Lucidspark’s freehand drawing, sticky notes, and other collaborative features to draw attention to important relationships or point out areas that require further attention. 

Concept maps require creativity, structure, and critical thinking—all of which are easily facilitated by Lucidspark’s intuitive canvas and formatting features. Take advantage of this free-form environment to expand, organize, and share your ideas on your terms. With Lucidspark, you can effortlessly take each of your ideas from ideation to planning to action. 

Check out our library of brainstorming and ideation templates to kickstart your next project.

About Lucidspark

Lucidspark, a cloud-based virtual whiteboard, is a core component of Lucid Software's Visual Collaboration Suite. This cutting-edge digital canvas brings teams together to brainstorm, collaborate, and consolidate collective thinking into actionable next steps—all in real time. Lucid is proud to serve top businesses around the world, including customers such as Google, GE, and NBC Universal, and 99% of the Fortune 500. Lucid partners with industry leaders, including Google, Atlassian, and Microsoft. Since its founding, Lucid has received numerous awards for its products, business, and workplace culture. For more information, visit lucidspark.com.

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Guide to concept mapping

What is a concept map?

A concept map is a way to visually display the relationships between different concepts, ideas, and pieces of information. Concept maps are hierarchical, with one main idea or focus question and several sub-topics, key concepts, and related ideas.

Although they look similar, concept maps are not the same as mind maps . Concept maps are generally more robust visualizations, with additional context and connections between ideas.

Concept map features

• The focus question or main idea is the problem you're trying to solve. The focus question should be front and center in your concept map, with ideas branching from it.
• A concept is simply an idea or piece of information. Concept maps help you organize ideas and identify how they relate.
• Linking words and phrases , called connectors, describe the relationship between concepts. Without linking words, the ideas in a concept map would lack connection and context.
• Cross-links connect ideas on different areas of your map, often tying together two concepts that once seemed entirely separate.
• When two concepts connect with a linking word or phrase, they form a propositional structure . These statements provide meaning and inspire insights into the focus question.
• Concept maps have a hierarchical structure . Generally, the broadest, most general concepts are at the top of the map, with specific, detailed concepts below. A clear hierarchy helps your concept map flow and makes it easy to read.
• A parking lot is a word bank of concepts you intend to include in your concept map. A parking lot helps you generate initial ideas without immediately knowing where they fit on your mind map.

Types of concept maps

All concept maps have the features listed above, but there are variations in their implementation and arrangement. Here are four main types of concept maps and some tips on when to use them.

Spider mapping

Spider maps, or spider diagrams , are a type of concept map that looks like a spider web. Your main idea or focus question goes in the center, with topics branching out radially. Spider maps work best when exploring various facets of one central concept. Some uses for spider maps include:

• Studying a topic with many sub-topics
• Brainstorming around a central business concept

Flowcharting

Use a flowchart to create a visual representation of a process or workflow. Flowcharts have a linear structure that naturally leads readers through the information step-by-step. Some common uses for flowcharts include:

• Designing an employee onboarding workflow
• Outlining a customer journey or sales funnel process

System mapping

Instead of relating all ideas back to a central concept, system maps focus on the relationships between ideas. They often lack a clearly defined hierarchical structure. System maps are often used to record and organize thoughts that interact within a defined environment or ecosystem, such as:

• The elements contributing to an organization's culture
• The complex factors contributing to an overarching issue within a community or country, like global climate change or poverty within a specific urban area

Hierarchy mapping

Hierarchy maps provide a visual representation of rank or position. In a hierarchy map, the main idea or highest-ranking concept is at the top of the map, with lower-ranking ideas flowing underneath. Some types of hierarchy maps you might be familiar with include:

• Corporate organizational charts
• Ancestry charts and family trees

When to use a concept map

Just as there are many types of concept maps, there are also many use cases for concept mapping. Concept maps make understanding complex, abstract ideas easier because users can visualize ideas and make physical connections among them by linking words, arrows, and lines.

Concept maps are useful for various projects across every industry—from individual study to corporate group brainstorming and beyond. Some common use cases for concept mapping include:

Concept maps are useful in learning environments because they help people organize and visualize information. They're a great teaching tool for educators and a great study tool for students. Some common uses for concept maps in education include:

• Planning complex curriculums
• Outlining research papers and writing projects
• Organizing notes and study guides

Concept maps have become popular throughout the business world due to their visual and collaborative nature. Companies use concept maps to identify problems, brainstorm solutions, implement processes, and encourage innovation. Some ways to use concept mapping in business include:

• Exploring new market opportunities for a product or service
• Identifying organizational strengths and weaknesses to improve company culture
• Modeling and streamlining department workflows for increased efficiency

Individual development

Concept mapping is also a useful personal and professional development tool, as it helps people visualize their goals and explore opportunities. Concept mapping for individual development includes:

• Brainstorming different career paths and opportunities
• Determining personal and professional goals

Benefits of concept mapping

Concept maps are a great tool for idea exploration and visualization. Still, there are hundreds of ways to explore and visualize ideas—so what makes concept mapping better than other brainstorming methods and tools?

Helps you see the big picture

When trying to solve a problem, it's easy to get stuck on details and forget the bigger picture of what you need to accomplish. Concept mapping encourages you to zoom out and start with a broader perspective before diving into the details.

Appeals to different learning styles

Many popular strategic planning tools and frameworks are based around written exercises, which can be tedious for visual learners. Studies also show that visualization can help with memory retention. Concept mapping is visual by nature, helping visual learners participate and thrive.

Makes complex ideas easy to understand

Concept maps provide a hierarchical framework and structure to organize ideas, breaking down complicated concepts into smaller pieces. Not only is this helpful as you generate ideas, but it makes it easier to present a large amount of information in a dynamic, connected way.

Promotes collaboration

Although concept mapping can be a solo activity, it's great for idea generation within a team or group. Concept mapping helps teams synthesize ideas from diverse contributors who each bring their unique and valuable perspectives to the table.

How to make a concept map

Creating concept maps is easy. Start by identifying a concept or focus question at the top. Then, using lines and arrows, add information that flows from the focus. Follow these steps for making a concept map:

Identify your main topic

Select a focus question or main idea. That should be a broad concept with many subtopics to explore. This main idea will be at the top or center of your concept map and guide its hierarchical structure. Example: What should we do for our next marketing campaign?

Identify key concepts

Key concepts are the first tier of information branching off from your main topic. These ideas can vary in specificity, and it helps to list them out in order of broadest to most detailed. This list of key concepts is your parking lot, a place to put ideas before organizing them in the concept map. Examples: Marketing platform, audience, product, goal, social media, Facebook, Instagram, Twitter, Mailchimp

Organize and connect the key concepts

Begin to move key concepts from the parking lot to the concept map, starting with the broadest ideas that connect directly to your main idea. Use linking words to establish the relationship between different concepts.

Finalize the map with formatting and fact-checking

Make sure your linking words make sense and add cross-links to connect concepts in different areas of your map.

Revise concept map as necessary

Concept maps are dynamic and intended to grow as you generate more ideas. Feel free to edit or add to your concept map whenever you think of a new idea.

Why use MindManager to make concept maps

You can draw a concept map by hand or use concept map software designed specifically for creating visualizations. MindManager is a concept mapping tool that helps you turn ideas into plans and plans into action.

MindManager is an industry-leading collaborative concept mapping software with many features and benefits, including:

• User-friendly interface that is intuitive and easy to learn
• Large image library—over 700 topic images to use within your concept maps
• Convenient and simple file management
• Topic styles and filters to aid in data categorization and sorting
• Powerful integrations with file storage apps like DropBox and OneDrive
• Google Docs integration via Zapier
• Built-in templates for different concept map styles and various use cases

Concept map templates

MindManager comes pre-installed with many templates. To use these templates:

• Open MindManager
• Click NEW in the navigation menu
• Select the template you want to use
• A preview screen will appear - check to see if you'd like to use your selected template
• Select 'Create Map'
• Customize the template for your specific project

Concept map FAQs

What is the purpose of a concept map.

A concept map is a way to convey concepts, ideas, and pieces of information visually. Concept maps help you understand the relationships between various ideas, see how concepts are connected, discover related concepts, and organize your findings logically and visually.

What should a concept map include?

A concept map must visually display concepts and ideas in a hierarchical fashion. Most concept maps highlight one main idea and depict subtopics as boxes or circles connected with lines, arrows, and (or) linking words.

What is the difference between a concept map and a mind map?

Although their structures look similar at first glance, there is a difference between a concept map and a mind map . Mind maps are a brainstorming tool with a radial configuration. Concept maps are hierarchical, with one main idea, multiple sub-topics, and linking words and phrases that provide additional meaning.

Make your ideas into plans with concept maps

Concept mapping is a way to visually display and arrange ideas, helping you solve problems, create plans, and encourage new ways of thinking. Anyone can make a concept map to inspire creative thinking and problem solving—from students and teachers to project managers, business leaders, and beyond.

Visualize more with MindManager

Ready to make a concept map? Try MindManager for free for 30 days , and start building concept maps right away with premade, customizable templates.

Other types of maps and charts

Task and project management, problem solving/ decision making, brainstorming, organizing data, process mapping, try the full version of mindmanager free for 30 days.

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Concept Mapping in Simulation within Nursing Education: A Scoping Review Protocol

Associated data.

Not applicable.

Background: Simulation has been found to enhance nursing student knowledge and confidence, as well as to improve clinical performance. The use of concept maps during simulation has been found to play a key role in student learning. There is a need to understand what is known to date about the use of concept mapping in simulation within nursing education. This will help determine the most effective ways to use concept mapping in simulation to foster learning in nursing students. Scoping review question: What is known about the context, processes, and outcomes of concept mapping in simulation within nursing education? Methods: The scoping review will be conducted in accordance with JBI methodology for scoping reviews and will search the following databases: MEDLINE, CINAHL, PsycMED, EMBASE, and ERIC. This review will consider studies that explore the use of concept mapping in simulation within undergraduate nursing education and will include studies that have used qualitative, quantitative, and mixed methods, as well as literature reviews. Editorials, commentaries, and gray literature will be excluded. Studies published from 1992 onward will be included. The data extracted will include details about the participants, how concept mapping was used within simulation, methods, key findings, and research gaps.

1. Background

Simulation has been used in nursing education for over 100 years, and includes the use of role play, standardized patients, and mannequins. Since the 1990s, high fidelity simulation has been used, which incorporates the use of computerized mannequins, and, more recently, we have seen the growth of virtual simulation. Simulation experiences are designed to resemble and even replicate the clinical environment in which nursing students will practice. Not only does this help nursing students learn new skills, the use of simulation has been found to enhance nursing students’ knowledge and confidence, as well as improve clinical performance. In addition, simulation fosters clinical reasoning and judgement in nursing students [ 1 , 2 , 3 ].

There is a need to obtain a greater understanding of what teaching and learning strategies can be used to enhance student learning when using simulation [ 2 ]. There is a growing understanding that the use of concept maps during simulation plays a key role in student learning. Concept mapping was introduced in the 1980s, and the first research study that examined its use in nursing education was in 1992. Concept mapping involves helping learners to identify concepts that are part of a topic. By identifying general concepts that relate to the topic and naming specific concepts that fall under the general concepts, learners can create links between concepts to develop and synthesize learning [ 2 , 3 , 4 ].

Concept maps have been found to promote critical thinking and clinical judgement in nursing education. They have also been associated with helping students connect theory and practice by demonstrating how theoretical knowledge can be directly applied to clinical practice with patients and families [ 2 , 4 , 5 , 6 , 7 , 8 ]. Within simulation, nursing students have reported improvements in critical thinking with the use of concept mapping as a teaching-learning strategy [ 9 ].

The use of concept maps in simulation can be used in the pre-briefing phase to support understanding of the learning objectives [ 10 ]. This has been found to help nursing students to assess patients during scenarios and to understand complex situations and disease processes [ 2 ]. Concept mapping can also be used in debriefing to enhance learner reflection and to assimilate new and pre-existing knowledge and skills [ 11 ]. A recent study found that using concept mapping as part of debriefing enhanced students’ critical thinking [ 7 ].

There is a need to find out what is known to date about the use of concept mapping in simulation within nursing education. With respect to the use of concept mapping in nursing education, there has been a narrative literature review [ 4 ] and a systematic literature review on its impact on the development of critical thinking [ 8 ]. Regarding the use of simulation in nursing education, there have been narrative literature reviews [ 12 , 13 ], and a systematic literature review [ 3 ]. There is a need to examine the use of concept mapping specifically with respect to simulation. A search of MEDLINE, the Cochrane Database of Systematic Reviews, and the Open Science Framework was performed and found no current or in-progress scoping reviews or systematic reviews on the topic of concept mapping in simulation within nursing education.

The use of concept maps in simulation has been identified as an area in need of further study [ 2 , 4 ]. The use of simulation in nursing education continues to grow with the expanded use of high-fidelity simulation and virtual simulation, especially with the shift to increased online learning with the COVID-19 pandemic. There is a need to obtain an understanding of how concept maps can be used in simulation experiences in nursing education and how they can best foster student learning. The goal of this scoping review is to find out what is known about the context, processes, and outcomes of concept mapping in simulation within nursing education.

2. Methods and Analysis

This scoping review will follow the Joanna Briggs Institute (JBI) methodology for scoping reviews [ 14 ]. The reporting of this scoping review will be in accordance with the PRISMA Extension for Scoping Reviews (PRISMA-ScR) [ 15 ].

The search strategy will aim to locate both published and unpublished primary studies and reviews. A search of MEDLINE (Ovid) and CINAHL (EBSCO) was undertaken to identify articles on the topic. The text words contained in the titles and abstracts of relevant articles and the index terms used to describe the articles were used to develop a full search strategy for MEDLINE (Ovid) and CINAHL (EBSCO) (see Appendix A ). The search strategy, including all identified keywords and index terms, will be adapted for the following databases: PsycMED (Ovid), EMBASE (Ovid), and ERIC (ProQuest). The reference lists of articles selected for full text will be screened for additional papers.

Inclusion and exclusion criteria will be used to filter studies written in any language and published between January 1992 and September 2022. The year 1992 was chosen as the start date as this is the first time a nursing study that used concept mapping was published [ 4 ].

The participants, concept, and context (PCC) format was used as a guide to develop the search strategy [ 14 , 15 ].

Inclusion criteria:

• Empirical work (qualitative, quantitative, or mixed methods);
• Systematic, scoping, and narrative literature reviews;
• Participants: undergraduate nursing students;
• Concept: concept mapping in simulation;
• Context: academic or clinical setting.
• Exclusion criteria:
• Interventions that do not include concept mapping;
• Types of references: editorials, commentaries, gray literature.

Following the search, all identified records will be collated and uploaded into ENDNOTE version 20 (Clarivate Analytics, Philadelphia, PA, USA) and duplicates removed. Covidence (Veritas Health Innovation, Melbourne, Australia) will be used to manage the screening of titles and abstracts, as well as the full screening of articles. Following a pilot test, titles and abstracts will be screened by two independent reviewers for assessment against the inclusion criteria for the review. Potentially relevant papers will be retrieved in full, and their citation details imported into Covidence (Veritas Health Innovation, Melbourne, Australia). The full text of selected citations will be assessed in detail against the inclusion criteria by two independent reviewers. Reasons for the exclusion of full-text papers that do not meet the inclusion criteria will be noted in the scoping review. Any conflicts between the reviewers during the review process will be resolved through discussion or with a third reviewer. The results of the search will be reported in full in the final scoping review and presented in a PRISMA flow diagram [ 15 ].

Data will be extracted from papers included in the scoping review by two independent reviewers with a data extraction tool using Covidence (Veritas Health Innovation, Melbourne, Australia). The data extracted will include specific details about the article that includes author names, the year of the article, participants, how concept mapping was used in the simulation, study setting, country, research methods used, key findings, and research gaps. The data extraction tool will be revised as needed during the process of extracting data from the included articles. Any conflicts that arise between the reviewers will be resolved through discussion or with a third reviewer. If needed, authors of papers will be contacted to request missing or additional information.

The results will be presented in a narrative form. The extracted data will be presented in a table which will summarize information from the articles that is relevant to the goal of this scoping review. The narrative review will describe how the articles address the goal of this scoping review and will identify research gaps.

3. Dissemination

The results of this scoping review will be used to identify current practices in the use of concepts maps in simulation within undergraduate nursing education and will identify areas that require more investigation. The results will be disseminated at nursing education meetings and conferences, and via peer-reviewed publication in a nursing journal. The findings of this scoping review will give insight into how concept mapping can best be used as part of simulation within nursing education.

Acknowledgments

The authors wish to acknowledge Librarian Mikaela Mitchell from the University of Toronto for her assistance in developing the search strategy.

Appendix A. Search Strategy

MEDLINE (Ovid) E: Epub Ahead of Print, In-Process, and Other Non-Indexed Citations, Ovid MEDLINE ® Daily and Ovid MEDLINE ® <1946-Present>.

Search conducted on 13 September 2022.

CINAHL Plus with Full Text (EBSCO).

Funding Statement

This protocol received no external funding.

Author Contributions

S.J. conceptualized the scoping review. J.I. drafted the manuscript. J.I., S.J. and E.C. contributed to its content and revisions. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

This scoping review does not require ethics approval.

Informed Consent Statement

Data availability statement, conflicts of interest.

The authors declare no conflict of interest.

Review Registration Number

Open Science Framework https://osf.io/fd4ya (accessed on 13 September 2022).

Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

Listen to Season One for The Origin Story, what the project is, what the 7 Concepts are, how you can access the courses, small group conversations, and more. The WellBeing Project promotes human flourishing through common understanding, practical guidance, peer support, and economic opportunity.

The WellBeing Project Podcast Rachel Bulkley

• MAR 27, 2024

The Origin Story

I have few clear memories of my mom. My dad dominates the scenes I do remember. In his book, The Road Less Traveled, M. Scott Peck writes: Frequently… the essence of a patient’s childhood and hence the essence of a patient’s world view is captured in the “earliest memory.”. It is probable these first memories… are remembered precisely because they accurately symbolize the nature of the person’s early childhood… The flavor of these earliest memories is so frequently the same as that of the patient’s deepest feelings about existence. In my earliest memory, I was probably two years old. I am sitting in my highchair in the kitchen and what appears to be an enormous spoon (probably a tablespoon, but I was a baby) is coming at my face. I feel panic and desperation, my body is rigid with resistance, but I am buckled in and have no option but to let the spoon be forced into my mouth. Cod liver oil. For years I thought it was amusing that I could see and feel my baby self’s perspective. I chuckled at the baby revulsion to the taste of fish oil. It wasn’t until I read Peck’s writing that I realized how the significance. It wasn’t just revulsion at the taste, it was the terror of being trapped and forcibly entered. Any health benefits that cod liver oil contained were far outweighed by the indelible experience of being overpowered and invaded.

• APR 3, 2024

This is Where You Come In

Welcome to Episode 2, This is Where You Come In. Now that you’ve heard the personal history that inspired the project, let me tell you what’s in it for you. The project offers a clear, practical explanation of well-being; what it is and how you achieve it. Well-being is flourishing, thriving, living your best life. That’s what this is about. It is not about fixing problems or treating conditions. It is about re-orienting your life so that it grows more and more healthy every single day. What does it take to experience that? Well, that’s what you’re about to find out over the next few episodes. But if you want a quick answer, First, you need to understand your needs and how to meet them. Then you need regular contact with people who understand and support you. That’s honestly what it boils down to.

• APR 4, 2024

We all want the same thing. Concepts 1-3

Welcome to episode three! We started out in episode 1 with the origin story, which is basically the long and winding road that led me to being here, sharing this with you now.. In episode 2, I gave an overview of the project, and what it offers you. In it, I promised to share the 7 concepts, an organized, practical explanation of how humans achieve well-being. And that’s what we’re doing right now. In this episode, you’ll hear the first three concepts and what they mean for us collectively and individually. Concept 1: We all want the same thing. Concept 2: Humans are supernature. Concept 3: Human purpose is universal. Ready? Let’s jump in!

There is a map to your purpose. Concept 4

Welcome to episode 4, which is also, Concept 4, There is a map to your purpose. Let’s get right to it!

• APR 5, 2024

There is a method to undo madness. Concept 5, pt 1

Welcome to Episode 5. We’re going to begin looking into Concept 5, There is a method to undo madness. This concept covers quite a lot of ground, so we’ll spend two episodes on it.

Undoing more madness, Concept 5, pt 2

Welcome to Episode 6, and the final content for Concept 5, There is a method to undo madness. We’ll pick up where we left off.

• © Rachel Bulkley 2024

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