Using concept maps to improve pre-service teachers’ learning of scientific concepts

Concept maps can enhance meaningful learning at any level of education. The objective of this study is to investigate the role of creating concept maps in improving pre-service teachers’ learning of scientific concepts. The study was carried out with 38 pre-service primary school teachers. After a session introducing concept maps, each participant created an initial concept map based on a given list of concepts. In subsequent sessions, participants further developed the concepts. At the end, each participant created a new concept map using the same list of concepts. Results show that the initial maps were simpler, with limited hierarchical levels, fewer connectors, and a relatively small number of concepts. The final maps demonstrated clear progress in both map structure and content, displaying a greater number of concepts, more hierarchical levels, and the use of more connectors. The final maps also reflected a deeper understanding and more coherent organization of the content. The questionnaire data revealed that the participants viewed concept maps as a valuable tool for their future classroom practices.