Concept Mapping as an Aid to Lesson Planning: A Longitudinal Study

Students in general and science-oriented curriculum courses used concept mapping as the basis for developing lesson plans, having first learned the technique through a “fast-track” approach developed by the author. Resulting lesson plans were high in quality with few, if any sequencing errors. Student attitude data showed general enthusiasm for using concept mapping as a lesson planning base, and mixed indications of likelihood of using concept mapping for lesson plan development in actual teaching situations