Abstract
Undergraduates need to develop critical thinking, problem-solving skills, and deep understanding of concepts. Concept maps are considered an educational tool that promotes meaningful learning and that has demonstrated potential effects in the learning process. Based on studies carried out in adult/higher education, the aim of this review is to identify the effects of concept mapping activities and to discuss their benefits and challenges in pedagogical practices. Findings show that concept maps promote development of critical thinking skills, facilitate integration between theory and practice, develop meaningful learning, promote technology inclusion, promote student collaboration, can lead to better academic scores, and can be used as a tool for the learning progress and assessment. The findings also indicate challenges in integrating concept mapping in academic practices such as students having difficulties in concept and link selection, student resistance, and software difficulties. Despite the limitations, concept maps are well accepted by students.
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No potential conflict of interest was reported by the authors.
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Notes on contributors
Cristiane Tolentino Machado
Cristiane Tolentino Machado is Associate Professor at the University Federal of Jequitinhonha and Mucuri Valleys, Diamantina, Brazil. Currently she is a postdoctoral student at University of Coimbra, Faculty of Psychology and Science Education.
Ana Amélia Carvalho
Ana Amélia Carvalho is Full Professor at the Faculty of Psychology and Education Sciences, University of Coimbra, Portugal. She has been coordinating several research projects related to teaching, podcasts, digital games (serious games), mobile learning, blended-learning, among others.