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Two applications of concept mapping are described in this paper. The first relates to the use of concept maps by primary and secondary teachers as a focus for collaborative professional learning activities in mathematics and science. The second describes a classroom application of how concept maps prepared by primary and secondary students can be used to document developing understandings of some science concepts. Students collaboratively prepared a number of concept maps and these were analysed using a cognitive structural model called the Structure of the Observed Learning Outcome (SOLO) model. The SOLO model is an analytical tool that has the potential to distinguish qualitatively different levels of responses to a task along a developmental continuum. For the teacher professional learning application, teachers worked collaboratively to co-construct concept maps by brainstorming ideas, compiling concept lists, organizing concepts into meaningful hierarchies, linking concepts, and including ‘linking words’ describing meanings of inter-connections. Teachers practised concept mapping techniques in activities related to syllabus outcomes, specific problems, structured activities, and textbook extracts. The focus for the classroom application of concept mapping was whether or not descriptors for distinctly different groups of concept maps can be developed from the perspective of a cognitive structural model. Such a focus has the potential to supplement investigations that have focused on the structural changes that can be observed in concept maps over time. A brief overview of the model is provided and a number of maps are discussed in terms of the holistic arrangement of concepts.
