Concept maps are visual representations of relationships among various concepts. Ask students to produce a graphic representation of this relationship using pen and paper, whiteboards, post-its, or concept mapping software (e.g., Coggle)—video with details here.
| Individual/Group Activity | Individually & Group |
| Class Size | Small (<25), Medium (25-50), & Large (51-200) |
| Bloom’s Taxonomy Level | Apply |
| Development Initial | Transitional Knowing |
| Minimum Time to Facilitate | 16-30 Minutes |
| Minimum Time to Debrief | < 10 Minutes |
| PDFs | Here |
Additional Resources
Wang, Z., Adesope, O., Sundararajan, N., & Buckley, P. (2021). Effects of different concept map activities on chemistry learning. Educational Psychology, 41(2), 245-260: https://www.tandfonline.com/doi/full/10.1080/01443410.2020.1749567?casa_token=OH80xmQQxcMAAAAA%3AzWmhTUZgniOi6xQDL0lWcEHM7GZfgqqbNs1Rkk-L9UmxaaVzfFeLF_f5HcwBXcZYNiwnblpjPPU
Rosciano, A. (2015). The effectiveness of mind mapping as an active learning strategy among associate degree nursing students. Teaching and Learning in Nursing, 10(2), 93-99: https://www.sciencedirect.com/science/article/pii/S1557308715000050?casa_token=d4q_dRf718oAAAAA:Lj8UINh7I5i6Nxb1vX2NhetdeJTxQV3SgFJRZrPTh_VImdf43ghuFev9dLW0y_fo1GYdxcTg
Bauman, A. (2018). Concept maps: Active learning assessment tool in a strategic management capstone class. College Teaching, 66(4), 213-221: https://www.tandfonline.com/doi/full/10.1080/87567555.2018.1501656?casa_token=KNRhkRAPsZcAAAAA%3AoRRy70rIDQqmNgmOP3b87Xk3ltZ290m2WYwIvSCKjSfDIaM2xqBkC-U407UDilqb4k6PgRiCLKQ