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"There is some evidence that low-ability students, perhaps specifically those with low verbal ability, obtain greater benefit from instructional diagrams than do high-ability learners." Nesbitt, John. " Learning With Concept and Knowledge Maps: A Meta-Analysis," 2006. "Across several instructional conditions, settings, and methodological features, the use of concept maps was associated with increased knowledge retention." - Nesbitt, John. " Concept maps in medical education: an analytical literature review," 2010. Ertmer and Nour indicate that this type of meaningful learning was also achieved using concept maps online." - Daley, Barbara et al. The studies indicate that through the use of concept maps, students were able to integrate basic and clinical science information, move from linear thinking patterns to more integrated holistic patterns, and demonstrate critical thinking abilities within their disciplines. As indicated in these studies, meaningful learning occurs when the student links new knowledge with previous knowledge, thereby creating more integrated cognitive knowledge structures. 
The vast majority of articles in this review indicate that concept maps foster the development of meaningful learning, critical thinking and problem solving in the learner. "Concept maps have been successfully used in education for over 25 years and a growing body of literature indicates that their use in medical education is increasing.
A rubric such as the one found at this CTE Teaching Tip can also help in the assessment of concept maps. Alternatively, you might take a more “subjective” approach: rather than counting numbers of nodes and lines, you simply aim to gauge the overall quality of the concept map, as you might do with an essay. You might, for example, assign 1 point to each appropriate node in the concept map, 2 points for each appropriate link between nodes, 3 points for each level in the map’s hierarchy, and so on. Before giving your students a concept map assignment, decide how you are going to assess it and share that assessment approach with your students. Having students collaborate on developing concept maps is often effective. 
Concept mapping should be fully and continually integrated into a learning experience, not just tacked on.Alternatively, provide the students, at the beginning of your lecture, a list of the terms that they need to form into a concept map as your lecture proceeds. The concept map that you provide them includes the "map" component, but the nodes lack labels: the students must supply them.
When lecturing, give your students a partially finished concept map, rather than full or partial lecture notes.By the end of the term, each student will have created a complex visual representation of the knowledge they have acquired. They can use their weekly concept maps, described in the previous bullet, as components in this ongoing concept map project. Have students build a concept map of the course content over the entirety of the term.Chris Ray, a student at Waterloo, explains how he used a concept mapping tool to take class notes here. Students can do this individually or in small groups. Every week, have student build concept maps that visually represent the ideas and information that were covered in that's week's class.Here are some effective learning activities that use concept maps:
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