Concept Maps to Facilitate Meaningful Learning

Abstract

This chapter takes a new perspective in examining the role and function of concept maps in meaningful learning. Drawn from cognitive theories in memory research and cognitive load, the author examines the limitations of cognitive architecture in human learning in general and concept maps in particular. Taking from Ausubel's meaningful learning theory, the concept of prior knowledge was carefully examined where meaningful learning can be achieved through the activation of prior knowledge which in turn alleviates the constraints of cognitive architecture in information process. An important contribution of this chapter is its conceptual proposition of integrating cognitive strategies into the design of concept maps to improve the performance of concept mapping in learning. The strategies are to alleviate cognitive overload and direct learners' attention to important information in learning. Discussions on the role of these strategies are made with directions for future study.