Concept Mapping: Benefits and Challenges in Higher Education

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.

Keywords:

• Adult education
• concept mapping
• higher education
• meaningful learning
• undergraduates

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by LabTE and CEIS 20, University of Coimbra.

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.