Different applications of concept maps in Higher Education

Amparo Bes Piá, Encarna Blasco-Tamarit, María José Muñoz-Portero


Purpose: The aim of this work is to show different applications of concept maps in higher education, concretely in qualifications of the Polytechnic University of Valencia.

Design/methodology/approach: Different methodologies have been used depending on the application of concept maps: as evaluation tool, as knowledge organizing tool, and as meaningful learning tool.

Findings: Students consider the concept maps useful principally to select key ideas, to achieve a comprehensive view of the lesson, and to bring up the subject. Moreover, concept maps promote the meaningful and active learning, help students to understand, follow-up, and learn subjects with a high load of contents.

Research limitations/implications: The most important limitation is the use of the concept maps in subjects with a high number of students.

Practical implications: The realization of concept maps allows the student to develop generic competences.

Originality/value: The originality of this work is to show how a same tool can be used in different subjects of different qualifications.


concept map, evaluation tool, knowledge organizing tool, meaningful learning

Full Text:


DOI: http://dx.doi.org/10.3926/jiem..v4n1.p81-102

Licencia de Creative Commons 

This work is licensed under a Creative Commons Attribution 4.0 International License

Journal of Industrial Engineering and Management, 2008-2023

Online ISSN: 2013-0953; Print ISSN: 2013-8423; Online DL: B-28744-2008

Publisher: OmniaScience