Laurie O. Campbell (2016) Concept Mapping: An “Instagram” of Students' Thinking, The Social Studies, 107:2, 74-80, DOI: 10.1080/00377996.2015.1124377

Concept Mapping: An “Instagram” of Students' Thinking

Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413-448. https://doi.org/10.3102/00346543076003413

Learning with concept and knowledge maps: A meta-analysis

Schroeder, N. L., Nesbit, J. C., Anguiano, C. J., & Adesope, O. O. (2018). Studying and constructing concept maps: A meta-analysis. Educational Psychology Review, 30(2), 431-455. https://doi.org/10.1007/s10648-017-9403-9

Studying and constructing concept maps: A meta-analysis

San Jose State University

1. knowledge maps to deliver new information to students (Dansereau)
2. Studying CMs are advantages regardless of grade levels and the study subject both STEM and non-STEM subjects [nesbit2006learning]
3.  Studying CMs can enhance meaningful learning due to the reduction in Extraneous Cognitive Load [schroeder2018studying]. 
4. Concept maps in comparison to texts have fewer contextual details. This invokes meta-cognitive prompts to some extent as constructing a concept map [schroeder2018studying].


Concept maps improve reading comprehension

- Creating a concept map has allowed students to better understand the bigger picture (63% of students who created concept maps of race and ethnicity)
- Students use concept maps as an organizational aid when studying
- Concept maps are not focused on pure memorization, but more on analysis and creating which creates better understanding

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