Student construction of concept maps, in its most straightforward form, begins with providing a list of ideas that students organize and connect. Construction of concept maps requires that students assign relationships to terms and/or symbols that represent important elements within a specified content area. Student-constructed concept maps illustrate understandings (correct or incorrect) of relationships among key elements of the target ideas that are specified for the map. Note that indications of misconceptions may also be evident in connections not made by the student on their concept map. The graphic nature of concept maps often engages students that respond less well to strictly text-based prompts. Some explicit instruction describing how the maps are to be constructed is essential.
A sample concept map for plate tectonics is shown below, with red text indicating potential misconceptions.
