Abstract
In the we tried to understand in which way the concept maps’ teaching can have a positive effect on the acquisition of metaknowledges and on overall understanding in the class of environmental study. Moreover, we tried to find if the teaching method of concept maps, expositive on one hand, or accompanied by a pedagogical dialogue on the other hand, can amplify these effects. Through a serial of workshops of concept maps’ teaching and tests, we have determined that concept maps teaching, regardless of the method employed, can have an impact on overall understanding in environmental study, which is a real benefit to our reflection on professional practices. Moreover, through a series of qualitative interviews, it appears that the teaching of concept maps by the expositive method may have a positive effect on the overall understanding of environmental study.
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