A procedure for using and evaluating concept maps

Conclusion The procedures devised for mapping and evaluating maps has been applied to a number of different topic areas both for senior chemistry and for junior science. We believe that this procedure for constructing concept maps is more comprehensive and facilitates student use better than previous procedures. The procedure for evaluating concept maps has also been refined to the point whereby the classroom teacher can readily apply it as part of his/her teaching strategy. The research for this paper further supports concept mapping both as an instructional and evaluative tool.