Effects of the use of concept maps on historical overview knowledge

Based on literature we hypothesized that connecting concrete to abstract concepts, and the combined use of substantial and meta-concepts are essential in learning historical overview knowledge. We argue that the use of concept maps provides a usable tool or instrument to do both. In a quasiexperimental study, 207 students participated using a pre-test post-test control group design. Four groups of approximately 25 students worked with concept-map assignments, and four control groups worked with regular assignments. Though thinking aloud and a control of the concept maps we conclude that students use meta-concepts and connect concepts of differed levels of abstraction, when creating a concept map. Analysis of the results of the quasi experimental study showed that the use of concept maps had a positive effect on students’ historical overview knowledge. Used covariates showed these effects to be caused by an effect for the older students and for the low-ability students. Consequences for teaching History in secondary education are discussed.