Concept mapping is mainly used in science classes. A concept map is a web diagram that is designed for sharing and gathering information, and exploring knowledge (Dempsey, 2004). Concept mapping is a strategy that is used in the development of a concept map. The concept map has cells or nodes that comprise of questions, items, concepts and links. These links are labeled in a manner to denote direction. The labeled links outline the association between the nodes, and the arrows show the direction of each of the relationships.
The material under consideration must be conceptually presented and clear with examples and language that are relatable to the prior knowledge of a learner. Concept maps are useful in meeting in this condition because they facilitate the identification of concepts held by learners. They also assist in the development of sequences of learning tasks. The second condition is that learners need to have relevant prior knowledge (Dempsey, 2004). This condition is necessary in building concept frameworks that present detailed and specific knowledge in all fields. The third concept is that learners need to choose to learn meaningfully. This condition requires the learner to have the motivation to learn by attempting to integrate meaning into prior knowledge.
Concept maps instill student participation and interest in their undertaking, particularly in literature and science courses. They also foster the appreciation of the discipline and critical thinking. Learners have the opportunity to grasp concepts that convey meaning to the knowledge they possess (Novak & Cañas, 2006). They can also picture the interaction between the meaning and concept. This helps them to see the powers of a concept map. Concept maps have the ability to externalize the thinking of learners, in addition to showing the connection between concepts and meaningful patterns (Indirect Instruction, 2009). The value of the maps is their