The Use of Concept Maps in Environmental Study

Abstract

This chapter seeks to find a pedagogic tool that can help a learner a secondary school Environmental Study class. More specifically, the purpose is to shed light on a positive effect of these maps on students' metaknowledges and on their overall understanding. Moreover, the point is to try to find if the teaching method of concept maps can have a different impact on the acquisition of metaknowledges and on overall understanding. Indeed, the researcher emits the hypothesis that a teaching method accompanied by a pedagogic dialogue can have more positive effects than an only expositive teaching method. Through a serial of workshops of concept maps' teaching and tests, the researcher has 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. And more, it appears that the teaching of concept maps by the expositive method may have a positive effect on the overall understanding of Environmental Study.