ABSTRACT
Concept maps were originally created in 1972 as part of a research program to assess longitudinal changes in children’s knowledge of science (Novak & Musonda, 1991). Since then, a large body of research has developed documenting their effectiveness for achieving various outcomes across education levels and disciplines (Daley, Conceição, Mina, Altman, Baldor, & Brown, 2010; Daley & Torre, 2010, Novak & Cañas, 2006; Novak & Cañas, 2010; Novak & Musonda, 1991). Concept maps have recently been used to plan research proposals, analyze qualitative research data, and capture expert knowledge. They are widely considered a direct application of constructivist epistemology to human learning (Novak, 2010).
