Showing papers on "Concept map published in 2017"

The use of web-based collaborative concept mapping to support group learning and interaction in an online environment

Abstract: Concept mapping has been employed as a promising tool to facilitate group learning and interaction mainly in the classroom. Computer- and web-based applications provide plenty of opportunities to extend concept mapping mediated group learning to online environments. Nevertheless, the effects of concept mapping on group learning and interaction may vary with the nature of group tasks and other factors. This study investigated the effects of web-based collaborative concept mapping on group interaction in two task situations: concept-oriented task and design-oriented task. Web-based collaborative concept mapping was used to mediate small group learning among college students in an online environment. The findings revealed that there were differences in the effects of collaborative concept mapping on group interaction between the two task situations; collaborative concept mapping functioned more effectively in facilitating group interaction in the concept-oriented task situation than in the design-oriented task situation in several ways.

A comprehensive text analysis of lecture slides to generate concept maps

Abstract: Current instructional methods widely support verbal learning through linear and sequential teaching materials, focusing on isolated pieces of information. However, an important aspect of learning design is to facilitate students in identifying relationships between information. The transformation of linearity in teaching resources into integrated network models such as concept maps facilitates effective knowledge organisation by constructing relationships between new and existing knowledge. However, the manual construction of concept maps from teaching materials places an additional workload on the academics involved. Consequently, this research investigates the effectiveness of automated approaches in extracting concept maps from lecture slides and the suitability of auto-generated concept maps as a pedagogical tool. We develop a set of Natural Language Processing (NLP) algorithms to support concept-relation-concept triple extraction to form concept maps. Structural and graph-based features are utilised to rank the triples according to their importance. The natural layout of the lecture slides is incorporated to organise the triples in a hierarchy, facilitating highly integrated structure. Our evaluation studies identify promising results, with several case studies demonstrating a statistically significant correlation (r s > 0.455) between auto-generated concept maps and human experts' judgment. Auto-generated concept maps were rated from ‘good’ to ‘very good’ by the academics on evaluation factors such as coverage, accuracy, and suitability as a pedagogical tool. Thus, auto-generated concept maps from this research can be utilised as a positive alternative to the manual construction of expert concept maps and further, it is possible to utilise these maps for a wider range of applications including knowledge organisation and reflective visualisation of course contents. Our research contributes to bridging the gap between linearity in teaching materials and the necessity of creating integrated network models from teaching resources.

Determining requirements for patient-centred care: a participatory concept mapping study.

Abstract: Recognition of a need for patient-centred care is not new, however making patient-centred care a reality remains a challenge to organisations. We need empirical studies to extend current understandings, create new representations of the complexity of patient-centred care, and guide collective action toward patient-centred health care. To achieve these ends, the research aim was to empirically determine what organisational actions are required for patient-centred care to be achieved. We used an established participatory concept mapping methodology. Cross-sector stakeholders contributed to the development of statements for patient-centred care requirements, sorting statements into groupings according to similarity, and rating each statement according to importance, feasibility, and achievement. The resultant data were analysed to produce a visual concept map representing participants’ conceptualisation of patient-centred care requirements. Analysis included the development of a similarity matrix, multidimensional scaling, hierarchical cluster analysis, selection of the number of clusters and their labels, identifying overarching domains and quantitative representation of rating data. The outcome was the development of a conceptual map for the Requirements of Patient-Centred Care Systems (ROPCCS). ROPCCS incorporates 123 statements sorted into 13 clusters. Cluster labels were: shared responsibility for personalised health literacy; patient provider dynamic for care partnership; collaboration; shared power and responsibility; resources for coordination of care; recognition of humanity – skills and attributes; knowing and valuing the patient; relationship building; system review evaluation and new models; commitment to supportive structures and processes; elements to facilitate change; professional identity and capability development; and explicit education and learning. The clusters were grouped into three overarching domains, representing a cross-sectoral approach: humanity and partnership; career spanning education and training; and health systems, policy and management. Rating of statements allowed the generation of go-zone maps for further interrogation of the relative importance, feasibility, and achievement of each patient-centred care requirement and cluster. The study has empirically determined requirements for patient-centred care through the development of ROPCCS. The unique map emphasises collaborative responsibility of stakeholders to ensure that patient-centred care is comprehensively progressed. ROPCCS allows the complex requirements for patient-centred care to be understood, implemented, evaluated, measured, and shown to be occurring.

Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity

Abstract: Scaffolds in games have the potential to facilitate learning effects in addition to assisting the gaming process However, studies on game-based science learning usually only adopt questionnaires to evaluate scientific concepts, and use interviews or observations to assess problem solving ability, neglecting the importance of investigating game-making outcomes We customized a digital game, “Crayon Physics Deluxe,” with varied scaffolding designs to evaluate their effects on science learning A total of 126 participants were divided into four groups: demonstration scaffolding, non-scaffolding, marking critical features scaffolding, and the no-game group Learning outcomes were examined in terms of physics knowledge acquisition (in the form of concept maps) and design creativity (in the form of game episode designs) Students were asked to transform their roles from problem solvers to problem designers, which might not only demonstrate their ability to solve scientific problems, but also develop their creativity potential in designing scientific puzzles The results indicated that the marking critical features scaffolding group performed significantly better than the demonstration scaffolding group in both conceptual knowledge acquisition and the sensitivity dimension of design creativity, while the group with demonstration scaffolding scored higher in the flexibility dimension of design creativity These findings suggest that proper scaffolds could be designed to function as learning scaffolds rather than just as gaming scaffolds, and different learning purposes require various scaffolding designs The content of the scaffolds, as well as the timing of their provision should be carefully designed according to the game features to achieve specific instructional purposes

Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty

Abstract: Concept maps have been proposed as a tool that can help develop and exercise higher-order thinking skills, including critical thinking, reflective thinking, synthesis, analysis, among others. In this paper, we review how the different aspects of constructing a concept map can help develop and exercise these skills, and discuss why most students never reach the level of concept mapping skills required to exercises their higher-order thinking skills, in what we propose is a case of pedagogic frailty involving the ‘Pedagogy and Discipline’ and ‘Locus of Control’ dimensions. https://doi.org/10.34105/j.kmel.2017.09.021

Using concept mapping as a tool for conducting research: An analysis of three approaches

Abstract: Researchers in a variety of disciplines pursue creative ways to explore complex areas of inquiry. This literature review examines the use of concept maps as a unique tool for conducting research. T...

Food parenting practices for 5 to 12 year old children: a concept map analysis of parenting and nutrition experts input

Abstract: Parents are an important influence on children’s dietary intake and eating behaviors. However, the lack of a conceptual framework and inconsistent assessment of food parenting practices limits our understanding of which food parenting practices are most influential on children. The aim of this study was to develop a food parenting practice conceptual framework using systematic approaches of literature reviews and expert input. A previously completed systematic review of food parenting practice instruments and a qualitative study of parents informed the development of a food parenting practice item bank consisting of 3632 food parenting practice items. The original item bank was further reduced to 110 key food parenting concepts using binning and winnowing techniques. A panel of 32 experts in parenting and nutrition were invited to sort the food parenting practice concepts into categories that reflected their perceptions of a food parenting practice conceptual framework. Multi-dimensional scaling produced a point map of the sorted concepts and hierarchical cluster analysis identified potential solutions. Subjective modifications were used to identify two potential solutions, with additional feedback from the expert panel requested. The experts came from 8 countries and 25 participated in the sorting and 23 provided additional feedback. A parsimonious and a comprehensive concept map were developed based on the clustering of the food parenting practice constructs. The parsimonious concept map contained 7 constructs, while the comprehensive concept map contained 17 constructs and was informed by a previously published content map for food parenting practices. Most of the experts (52%) preferred the comprehensive concept map, while 35% preferred to present both solutions. The comprehensive food parenting practice conceptual map will provide the basis for developing a calibrated Item Response Modeling (IRM) item bank that can be used with computerized adaptive testing. Such an item bank will allow for more consistency in measuring food parenting practices across studies to better assess the impact of food parenting practices on child outcomes and the effect of interventions that target parents as agents of change.

Enhancing students' HOTS in laboratory educational activity by using concept map as an alternative assessment tool

Abstract: Educational transformation in the 21st century demands in-depth knowledge and understanding in order to promote the development of higher-order thinking skills (HOTS). However, the most commonly reported problem with respect to developing a knowledge of chemistry is poor mastery of basic concepts. Chemistry laboratory educational activities are shown to be less effective in developing an optimum conceptual understanding and HOTS among students. One factor is a lack of effective assessment and evaluation tools. Therefore, the primary focus of this study is to explore concept maps as an assessment tool in order to move students' thinking skills to a higher level during laboratory learning activities. An embedded mixed method design is used in this study, which has also employed a pre-experimental research design. This design triangulates quantitative and qualitative data, which are combined to strengthen the findings. A low-directed concept mapping technique, convergence scoring method, and pre-post laboratory concept map were used in this study. An electrolysis HOTS test was used as the research instrument in order to measure the level of student achievement with respect to high-level questions. In addition, the thought process that is involved when students construct concept maps has been explored and studied in detail by utilising a think-aloud protocol. Results showed a positive development towards understanding and higher level thinking skills in students with respect to electrolysis concepts learned through chemistry laboratory activities. An investigation of the students' thinking processes showed that high-achieving students were more capable of giving a content-based explanation of electrolysis and engaged in monitoring activities more often while building a concept map. Nonetheless, all categories of students managed to show a positive increase in the activities of explanation and monitoring during the construction of concept maps after they were exposed to the assessment tool in the laboratory learning activities. In conclusion, the assessment activity using concept maps in laboratory learning activities has a positive impact on students' understanding and stimulates students to increase their HOTS.

Scaffolding learner-centered curricular coherence using learning maps and diagnostic assessments designed around mathematics learning trajectories

Abstract: The paper describes how designers used the construct of learning trajectories to create a tool, Math-Mapper 6–8, to help scaffold curricula toward increased learner-centered coherence It defines “learner-centered curricular coherence” as “an organizational means to promote a high likelihood that each learner traverses one of many possible paths to understand target disciplinary ideas in a curriculum” The tool’s features, including its learning map, diagnostic assessments, and reporting system, are tied to its underlying foundation in learning trajectories Three preliminary studies of the implemented tool’s effects are reported to provide insight to its influence on curricular sequencing, students’ patterns of performance in early algebra, and student responses to the assessments

A Clinical Reasoning Tool for Virtual Patients: Design-Based Research Study

Abstract: Background: Clinical reasoning is a fundamental process medical students have to learn during and after medical school. Virtual patients (VP) are a technology-enhanced learning method to teach clinical reasoning. However, VP systems do not exploit their full potential concerning the clinical reasoning process; for example, most systems focus on the outcome and less on the process of clinical reasoning. Objectives: Keeping our concept grounded in a former qualitative study, we aimed to design and implement a tool to enhance VPs with activities and feedback, which specifically foster the acquisition of clinical reasoning skills. Methods: We designed the tool by translating elements of a conceptual clinical reasoning learning framework into software requirements. The resulting clinical reasoning tool enables learners to build their patient’s illness script as a concept map when they are working on a VP scenario. The student’s map is compared with the experts’ reasoning at each stage of the VP, which is technically enabled by using Medical Subject Headings, which is a comprehensive controlled vocabulary published by the US National Library of Medicine. The tool is implemented using Web technologies, has an open architecture that enables its integration into various systems through an open application program interface, and is available under a Massachusetts Institute of Technology license. Results: We conducted usability tests following a think-aloud protocol and a pilot field study with maps created by 64 medical students. The results show that learners interact with the tool but create less nodes and connections in the concept map than an expert. Further research and usability tests are required to analyze the reasons. Conclusions: The presented tool is a versatile, systematically developed software component that specifically supports the clinical reasoning skills acquisition. It can be plugged into VP systems or used as stand-alone software in other teaching scenarios. The modular design allows an extension with new feedback mechanisms and learning analytics algorithms.

Meaningful learning using concept maps as a learning strategy

Abstract: This work presents a proposal for the teaching-learning of the concept map technique applied to the Natural Sciences course in the second year of Compulsory Secondary Education (ESO, according to its initials in Spanish). Two sessions have been designed, one of which is an instructor-led session to learn the technique and another is a session in which the students independently create a concept map, applying what they have learned in the previous session. To determine the effectiveness of the proposal, the concept maps created by the students during the two sessions have been evaluated, the grades obtained on the assessment tests for the unit before the concept map experience have been compared to those obtained on the assessment tests for the unit carried out using this technique, and a survey was written to find out the level of student satisfaction with the training received and the usefulness of the concept map technique. The results show that more than 65% of students earned grades between 7 and 9.5 on the concept maps created independently during the two academic years in which the proposal has been implemented. The study carried out allows us to conclude that the students have learned how to create concept maps, and evidences the usefulness of the methodology used and the need to implement more sessions for the creation of concept maps in the Natural Sciences course so that this technique is transformed into a learning strategy. The students have expressed a high level of satisfaction with the training received and the tool they have learned how to use.

Mind the gap! Automated concept map feedback supports students in writing cohesive explanations.

Abstract: Many students are challenged with the demand of writing cohesive explanations. To support students in writing cohesive explanations, we developed a computer-based feedback tool that visualizes cohesion deficits of students' explanations in a concept map. We conducted three studies to investigate the effectiveness of such feedback as well as the underlying cognitive processes. In Study 1, we found that the concept map helped students identify potential cohesion gaps in their drafts and plan remedial revisions. In Study 2, students with concept map feedback conducted revisions that resulted in more locally and globally cohesive, and also more comprehensible, explanations than the explanations of students who revised without concept map feedback. In Study 3, we replicated the findings of Study 2 by and large. More importantly, students who had received concept map feedback on a training explanation 1 week later wrote a transfer explanation without feedback that was more cohesive than the explanation of students who had received no feedback on their training explanation. The automated concept map feedback appears to particularly support the evaluation phase of the revision process. Furthermore, the feedback enabled novice writers to acquire sustainable skills in writing cohesive explanations. (PsycINFO Database Record

Fostering clinical reasoning in physiotherapy: comparing the effects of concept map study and concept map completion after example study in novice and advanced learners

Abstract: Health profession learners can foster clinical reasoning by studying worked examples presenting fully worked out solutions to a clinical problem. It is possible to improve the learning effect of these worked examples by combining them with other learning activities based on concept maps. This study investigated which combinaison of activities, worked examples study with concept map completion or worked examples study with concept map study, fosters more meaningful learning of intervention knowledge in physiotherapy students. Moreover, this study compared the learning effects of these learning activity combinations between novice and advanced learners. Sixty-one second-year physiotherapy students participated in the study which included a pre-test phase, a 130-min guided-learning phase and a four-week self-study phase. During the guided and self-study learning sessions, participants had to study three written worked examples presenting the clinical reasoning for selecting electrotherapeutic currents to treat patients with motor deficits. After each example, participants engaged in either concept map completion or concept map study depending on which learning condition they were randomly allocated to. Students participated in an immediate post-test at the end of the guided-learning phase and a delayed post-test at the end of the self-study phase. Post-tests assessed the understanding of principles governing the domain of knowledge to be learned (conceptual knowledge) and the ability to solve new problems that have similar (i.e., near transfer) or different (i.e., far transfer) solution rationales as problems previously studied in the examples. Learners engaged in concept map completion outperformed those engaged in concept map study on near transfer (p = .010) and far transfer (p < .001) performance. There was a significant interaction effect of learners’ prior ability and learning condition on conceptual knowledge but not on near and far transfer performance. Worked examples study combined with concept map completion led to greater transfer performance than worked examples study combined with concept map study for both novice and advanced learners. Concept map completion might give learners better insight into what they have and have not yet learned, allowing them to focus on those aspects during subsequent example study.

The practical use of Kit-Build concept map on formative assessment

Abstract: Formative assessment can encourage an instructor to improve learning achievements in a lecture class. The goal of formative assessment in a classroom situation is monitoring learners to provide instructor’s feedback for improving learner’s understanding as well as instructor’s expectation. A Kit-Build concept map is a digital tool for supporting a concept map strategy to represent instructor’s expectation and to assess the current understanding of learners. The Kit-Build concept map is also adequate for implementing the formative assessment in a lecture class. The proposition level exact matching between the concept map of instructor and learners can generate the diagnosis results for informing the instructor about the gaps between current learner’s understanding and the instructor’s expectation. Accordingly, the instructor can design the feedback based on the diagnosis results for improving the understanding of learners. In this paper, we propose the arrangement of the ability of the Kit-Build concept map on formative assessment in a lecture class for creating an opportunity to assess current understanding of learners as more as possible. And we present the effectiveness of the Kit-Build concept map on the closed-end approach in elementary school through three practical uses in various lecture classes, which illustrate the contribution of the Kit-Build concept map when utilized on formative assessment in the lecture class.

booc.io: An Education System with Hierarchical Concept Maps and Dynamic Non-linear Learning Plans

Abstract: Information hierarchies are difficult to express when real-world space or time constraints force traversing the hierarchy in linear presentations, such as in educational books and classroom courses. We present booc.io , which allows linear and non-linear presentation and navigation of educational concepts and material. To support a breadth of material for each concept, booc.io is Web based, which allows adding material such as lecture slides, book chapters, videos, and LTIs. A visual interface assists the creation of the needed hierarchical structures. The goals of our system were formed in expert interviews, and we explain how our design meets these goals. We adapt a real-world course into booc.io, and perform introductory qualitative evaluation with students.

From Anarchy to System: A Novel Classification of Visual Knowledge Codification Techniques

Abstract: The paper suggests a classification of visual knowledge codification (diagramming) techniques for multi-perspective business systems analysis and design. The classification is based on seven main categories of knowledge: what-knowledge, how-knowledge, who-knowledge, why-knowledge, what for-knowledge, when-knowledge and where-knowledge. The classification defines both knowledge type and the most appropriate kind of diagramming technique. Examples for use of this classification system for marketing function applications are presented. Specific examples of these applications include mind map, concept map, Ishikawa diagram, strategy map, business process models and function trees. It is hoped that the new classification will allow better practical use of diagramming techniques in business and lead to fewer professional misunderstandings and more effective business communication. The aim of this research is thus to improve visual literacy among both business practitioners and educators. Copyright © 2016 John Wiley & Sons, Ltd.

Analyzing the Effects of various Concept Mapping Techniques on Learning Achievement under different Learning Styles

Abstract: Background:This study explored the effectiveness of different concept mapping techniques on the learning achievement of senior accounting students and whether achievements attained using various techniques are affected by different learning styles. The techniques are computer-assisted construct-by-self concept mapping (CACSB), computer-assisted construct-on-scaffold concept mapping (CACOS), paper-and-pencil concept mapping (PAP), and traditional textbook exercise (TTE) methods.Material and methods:A pretest-posttest control group design was employed. The subjects were 151 students who were taking an advanced accounting course. An analysis of covariance was used to analyze the results.Results:The research findings are fourfold: (1) the two computer-assisted concept mapping techniques (CACSB and CACOS) are more beneficial to students’ learning achievement than PAP and TTE; (2) PAP is better than TTE in relation to students’ learning achievement; (3) when students’ different learning styles were taken into account, CACOS offers better assistance to students who have accommodating and converging learning styles, followed by CACBS, PAP, and TTE; (4) for students who have assimilating and diverging learning styles, CACSB has the most significant effects on their learning achievement, followed by CACOS, PAP, and TTE.Conclusions:The computer-assisted concept mapping technique needs to fit learners’ learning styles. The match between learning styles and learning techniques will further enhance learning achievement.

Mind Maps as a Lifelong Learning Tool

Abstract: Mind map, which was developed by Tony Buzan as a note-taking technique, is an application which has the power of uncovering the thoughts which the brain has about a subject from different viewpoints and which activate the right and left lobes of the brain together as an alternative to linear thought. It is known that mind maps have benefits such as recalling, improving the creativity, solving problem, focusing on a subject and organizing the thoughts. It is considered that mind maps have an important place as a lifelong learning tool nowadays when constructivist approach is used as base in the learning-teaching process. From this consideration forth, the objective of this study is to determine the opinions of university students with respect to using of mind maps and developing processes in preparing mind maps. This study was conducted according to interview technique which is among qualitative research methods. A total of 31 students who attend to five different licence programmes at Ankara University Faculty of Educational Sciences in fall semester of 2016-2017 academic year constitute the work group of the study. Semi-structured interview form which was developed by the researcher was used as data collection tool in the study. Data was analysed and interpreted by content analysis technique.

Curriculum Mapping across the Disciplines: Differences, Approaches, and Strategies.

Abstract: Curriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre- and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines for the curriculum mapping process; (2) develop cross-disciplinary curriculum mapping templates and samples to guide departments through the curriculum mapping process; (3) communicate narratives for how to use curriculum mapping to inform curricular change; (4) develop visualization strategies for curricular data; (5) initiate a plan for dissemination and sustainability; and (6) initiate a plan for informing students about how to use curricular maps in their academic experiences. Through this curriculum mapping initiative, we have discovered that discipline-specific differences exist in approaches to curriculum mapping. The purpose of this paper is to communicate these cross-disciplinary similarities and differences in purpose, process, and utilization of curriculum mapping strategies. We found that different departments had some common ground in the curriculum mapping process, but also key differences. The differences could be categorized according to: purpose for initiating the curriculum mapping process; approach to curriculum mapping; dissemination of completed maps; dealing with pedagogical jargon; and faculty buy-in.

Analyzing the Use of Concept Maps in Computer Science: A Systematic Mapping Study

Abstract: Context: concept Maps (CMs) enable the creation of a schematic representation of a domain knowledge. For this reason, CMs have been applied in different research areas, including Computer Science. Objective: the objective of this paper is to present the results of a systematic mapping study conducted to collect and evaluate existing research on CMs initiatives in Computer Science. Method: the mapping study was performed by searching five electronic databases. We also performed backward snowballing and manual search to find publications of researchers and research groups that accomplished these studies. Results: from the mapping study, we identified 108 studies addressing CMs initiatives in different subareas of Computer Science that were reviewed to extract relevant information to answer a set of research questions. The mapping shows an increasing interest in the topic in recent years and it has been extensively investigated due to support in teaching and learning. Conclusions: based on our results we conclude that the use of CMs as an educational tool has been widely accepted in Computer Science.

The Effect of Using Mind Maps on the Development of Maths and Science Skills.

Abstract: The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values obtained from the pre-test and post-test scores in favor of the children working with mind maps compared to the ones who did not work with mind maps. In the examination of the development of mind maps, it was observed that as the children engaged in preparing mind maps, they used skills requiring high-level mind organization. Mind maps, which can be used in all areas of life, are believed to be supportive of children's development areas and to be an important strategy for children to adopt and experience during the time of childhood. Keywords: mind maps, maths skills, science skills

Conceptual analysis of cyber security education based on live competitions

Abstract: Live competitions, i.e. Capture the Flag, provide noteworthy experiences for the participants while offering both hands-on practice and entertainment. Aiming at performing a conceptual analysis as a basis for improving their pedagogical utilization, we investigate a number of live competition paradigms and analyse their structure by decomposing them into their respective elements and defining their relations. Moreover, we record the possible obstacles related to the pedagogical utilization of live competitions and group them into distinct categories. As a result, we construct a concept map of the technological and pedagogical characteristics of live competitions. Based on the proposed concept map and the recorded obstacles, we present a comparative evaluation scheme that we employ on three live competition approaches from the literature in order to reveal their value with respect to the educational impact. Finally, we discuss the results of our study and suggest directions for its utilization in the phases of analysis, feasibility and assessment towards developing of new live competition approaches for educational purposes. The adopted assumptions can bind the design of new efforts in cyber security education domain such as gamification and game based learning approaches that need to rely on sound learning theories, e.g. cognitive and experiential learning.

The Effects of Utilising the Concept Maps in Teaching History.

Abstract: Teaching History is a tough and challenging task for teachers because most students consider History as a boring subject. Many studies indicate that students are not interested in learning History. This paper is based on a quasi-experimental study conducted to investigate the effects of utilizing the concept map method in the teaching of History in secondary schools. The researchers investigated whether the use of concept maps in the teaching of History helped the subjects from the experimental group to answer history questions better than the control group. The researchers also investigated whether this method helped to enhance students’ interest in the learning of History. The findings of this research indicated that the utilisation of the concept map method significantly improved students’ achievement and interest in History. Findings of this study support the theory of meaningful learning and utilization of concept maps. Moreover, the findings have strong pedagogical implications on teaching of History. As such, the practical implications are that the Ministry of Education should train History teacher how to utilize concept maps in teaching of History.