- The Theory Underlying Concept Maps and How to Construct and Use Them
- CmapTools: A Knowledge Modeling and Sharing Environment
- Concept Maps: Integrating Knowledge and Information Visualization

Main references for Concept Mapping and CmapTools

- Building on New Constructivist Ideas and CmapTools to Create a New Model of Education
- Re-Examining the Foundations for Effective Use of Concept Maps
- Next Step: Consolidating the Cmappers Community
- The Universality and Ubiquitousness of Concept Maps
- Freedom vs. Restriction of Content and Structure during Concept Mapping - Possibilities and Limitations for Construction and Assessment
- How Good is My Cmap? Am I a Good Cmapper?

Keynote Presentations at CMC: Concept Mapping Conference

- Concept Maps: A Theoretical Note on Concepts and the Need for Cyclic Concept Maps
- Experiments on the Effects of Map Structure and Concept Quantification during Concept Map Construction
- How Good is My Cmap? Am I a Good Cmapper?
- Freedom vs. Restriction of Content and Structure during Concept Mapping - Possibilities and Limitations for Construction and Assessment
- A Semantic Scoring Rubric for Concept Maps: Design and Reliability
- Use of the CmapTools Recorder to Explore Acquisition of Skill in Concept Mapping
- Effect of the Nature of the Focus Question on the Presence of Dynamic Propositions in a Concept Map
- The Universality and Ubiquitousness of Concept Maps
- Confiabilidad de una Taxonomía Topológica para Mapas Conceptuales
- Two Strategies for Encouraging Functional Relationships in Concept Maps
- Experiments on the Effect of Map Structure and Concept Quantification during Concept Map Construction
- The Origins of Concept Maps and the Continuing Evolution of the Tool
- Theoretical Origins of Concept Maps, How to Construct Them, and Uses in Education
- Implications of Parallels in Ausubelian Ideas of Meaningful Learning, Concept Mapping, and Recent Studies in Neurobiology, Especially as Related to Learning in Science and Cognate Disciplines
- Assessing Concept Maps: First Impressions Count
- Facilitating the Adoption of Concept Mapping Using CmapTools to Enhance Meaningful Learning
- Itineraries: Capturing Instructors' Experience Using Concept Maps as Learning Object Organizers
- Los Dados Conceptuales: Un Juego para Aprender a Construir Proposiciones
- Monitoreo de la Estructura y Contenido de Mapas Conceptuales de Ciencia y Matemáticas en Servidores de Escuelas Incorporadas al Proyecto Conéctate al Conocimiento
- Impacto de Retroalimentación Remota a Mapas Conceptuales Elaborados por Estudiantes del Proyecto Conéctate
- Impact of an Intervention Method Mediated by the Construction of Concept Maps in a News Production Network on Students' Conceptualization of Written Language
- Preconceptions Regarding Concept Maps Held by Panamanian Teachers,
- Un Enfoque Constructivista para el Uso de Mapas Conceptuales en Educación a Distancia de Profesores
- Who Am I? Building a Sense of Pride and Belonging in a Collaborative Network
- The Giant: A Classroom Collaborator
- Knowledge Construction and Sharing in Quorum
- Knowledge Modeling and the Creation of El-Tech: A Performance Support and Training System for Electronic Technicians
- A Learning Environment Organizer for Asynchronous Distance Learning Systems
- Pensum No Lineal: Una Propuesta Innovadora para el Diseño de Planes de Estudio
- LEO: A Learning Environment Organizer to Support Computer-Mediated Instruction
- Online Concept Maps
- Using Using Concept Maps with Technology to Enhance Collaborative Learning in Latin America
- Algunas Ideas sobre la Educación y las Herramientas Computacionales Necesarias para Apoyar su Implementación
- Colaboracion en la Construccion de Conocimiento Mediante Mapas Conceptuales
- Using a Conceptual Approach with Concept Mapping to Promote Critical Thinking
- Concept maps: A strategy to teach and evaluate critical thinking
- Designs of concept maps and their impacts on readers’ performance in memory and reasoning while reading.
- Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps.
- Analysis of quality of knowledge structure and students' perceptions in extension concept mapping.

Publications on Concept Maps in Education

- Main references for Concept Mapping and CmapTools
- Keynote Presentations at CMC: Concept Mapping Conference
- Publications on Concept Maps in Education
- Publications on other Applications of Concept Maps
- Publications on CmapTools

University of Michigan - Ann Arbor

Similar in structure to causal diagrams (i.e. nodes with connections), except the connections are not causal. Nodes contain concepts are organized
in a hierarchy (such as in 1Cademy's knowledge graph).

Concept Mapping

Concept Mapping References

To propose a new node, one should first identify the essential prerequisite existing node on 1Cademy that 1Cademists should study first to be able to study the new node. Then they can propose the new node as a child node under the prerequisite node.

Mapping on 1Cademy

- The concept map in itself uses decoding, interpretation, and categorizing, which are all characteristics of critical thinking (Facione, as cited in Rowles & Brigham, 2005).
- A concept map should have cross-links (lines) that depict a connection or relationship of knowledge (Novak, 1998).
- Concept maps should be presented in a hierarchal manner, with general concepts at the top and more specific concepts below (Novak, 1998).



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