Concept Maps: A Tool for Strengthening Background Knowledge and Boosting Comprehension

Is Background Knowledge Important for Comprehension?

Let’s explore this question with a practical experiment.

Read the following passage:

“The procedure is actually quite simple. First you arrange items into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities that is the next step, otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell. After the procedure is completed one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more and the whole cycle will then have to be repeated. However, this is part of life.”¹

Did you find this passage difficult to understand? If so, let’s explore why. The passage does not have complex vocabulary. In fact, it’s composed of everyday language we’re all familiar with. Yet, despite its simplicity, many readers struggle to grasp its meaning.

The challenge lies in the passage’s deliberate vagueness. Without context, this passage leaves us grasping for meaning. 

But what if I told you that this passage is about washing clothes?

When you first read that passage, it probably seemed confusing, right? Even though the words were simple, you couldn’t figure out what it was talking about. This is often how students feel when they’re learning something new without enough background information.

But then, boom! As soon as you found out it was about washing clothes, everything clicked into place. Those vague phrases suddenly became crystal clear. “Arrange items into different groups”? That’s just sorting your lights from your darks. “Go somewhere else due to lack of facilities”? Hello, laundromat! And that line about “Eventually they will be used once more and the whole cycle will then have to be repeated”? Well, that’s just the never-ending story of your favorite jeans getting muddy again. It’s like someone turned on a light in a dark room. Suddenly, you can see everything that was there all along. This aha! moment shows just how powerful the right piece of background information can be. It’s like having the key to a code. Once you’ve got it, the whole message makes sense.

This quick change from confusion to understanding shows us why background knowledge is so crucial. We have to think about what information students might be missing that could help them understand a new topic.

So how do we guarantee that students have the background knowledge required for learning?

Using Concept Maps to Build Background Knowledge

One effective method I found useful for building background knowledge is the use of concept maps.

Concept maps are visual representations of information that show relationships between ideas. 

Concept maps are great for building background knowledge because:

1. They activate prior knowledge: When students create a concept map before learning new material, they are using information they already know (even if it’s not much). By starting with what students already understand, students are preparing their brain to take in new information and link it to what’s familiar.

2. They promote active learning: Instead of just waiting for the teacher to explain everything, making a concept map gets students thinking actively. They engage with the topic by trying to figure out what’s related to what, which makes them more mentally prepared for the lesson. 

3. They help students remember for longer periods of time: The process of creating visual connections between ideas mirrors how our brain naturally organizes information (Semantic Network Theory). This makes it easier to remember what they learned for a longer period of time. 

4. They increase classroom engagement: When students already think about the topic a little, they are more likely to be engaged with the lesson because they are not just passively listening. Instead, they will be on the lookout for information that confirms, changes, or expands on the ideas in their concept map.

So how do we effectively incorporate concept maps in the classroom?

Incorporating Concept Maps in Teaching

I vividly recall learning concept maps in elementary school, which led me to mistakenly assume my high school students would be familiar with them too. I thought introducing concept maps in my classroom would be a breeze, but I couldn’t have been more wrong.

To my surprise, most of my students had never seen a concept map before. They struggled to identify and articulate relationships between concepts. Many simply wrote a word, connected it to a definition, and considered their concept map complete. Others were so overwhelmed they didn’t even know where to begin.

Here are the steps I have done to overcome these challenges and effectively incorporate concept maps in the classroom.

Introducing Concept Maps: Starting Simple

I begin by explaining the purpose and structure of concept maps. I present an example and outline the lesson’s goal: by the end, students will be able to create their own concept maps.

Next, I guide students through creating a concept map together. To avoid overwhelming them, I choose topics they’re already familiar with. I often use current events or popular topics. For instance, when introducing concept maps in August 2024, I used the Olympics as our main topic since it was a hot topic of conversation. However, I always have a reliable fallback option: “Planning a Party.”

To start the party planning concept map, I give each student a blank sheet of paper and instruct them to mirror my actions: “Whatever I write, you write.” I begin by writing “Party Planning” in the center of the whiteboard.​​​​​​​​​​​​​​​​

I then ask students to call out things they need to consider when planning a party. As they do, I draw branches from the center and add these ideas. For example, I add guest list, food, decorations, music, location, date and time.

For each of these main branches, I encourage students to think of related sub-topics. For example: Under “Food”, I can add snacks, main dishes, drinks, and desserts.

I continue adding levels of detail and drawing connections between different elements until it is complete.

Practicing Concept Maps: A Scaffolded Approach

With students now understanding the purpose of concept maps, I have students work with concept maps related to the instructional content. They are no longer creating concept maps of “Party Planning.” Now they are instructed to work with concept maps that are related to chemistry (I teach chemistry). I have students work with concept maps BEFORE starting a new unit that way they can build background knowledge. However, to prevent overwhelming students, I carefully scaffold this process.

Instead of having students start from scratch, I provide them with the unit’s content in the form of notes or a prepared presentation.

I then give them an incomplete concept map accompanied by a word bank. This structure offers guidance while still allowing for independent thinking.

To show the process, I use think-aloud techniques to model how to fill in the gaps. For example, I might say:

“In the concept map, I see that protons are connected to the nucleus. The phrase between them states ‘located in the’. So I can assume that protons are located inside the nucleus. But I also see that ‘nucleus’ is connected to something else. The phrase between them also stated ‘located in the.’ So I can also assume that something else must be inside the nucleus. Hmmm…let me check my notes that the teacher gave me. The notes says that neutrons are also located in the nucleus. So I think it is fair to assume that ‘neutrons’ belong in the empty space. Let me check if the other characteristics match up with this assumption. Charge of neutron…no charge. Check. Mass of neutron…1 amu. Check. Okay, now I am sure that ‘neutrons’ belong in the empty space. So let me check off ‘neutrons’ off the word bank since I already used it.”

After this example, I have students fill in the rest of the concept map on their own. 

This guided practice helps students gain confidence in creating concept maps while ensuring they engage meaningfully with the new content.​​​​​​​​​​​​​​​​

For later units, I continue providing incomplete concept maps with word banks. Remember, mastering a skill requires practice. Students need repeated exposure to concept maps to become proficient.

And remember, I always do this BEFORE starting a new unit because the purpose is for students to build background knowledge before I teach it in detail. 

Mastering Concept Maps: Encouraging Independent Thinking

After a few units (for my class it usually takes 2-3 units), I start to sense that students are ready to create their own concept maps. 

Therefore, I take the following steps:

1. I explain to the class that they’ve been working with concept maps for a while. They are now prepared to create their own. I acknowledge that this might cause some anxiety, but assure them I’ll guide them through the process.
2. I provide students with the notes of the upcoming unit. This is what my students are accustomed to. However, concept maps are not limited to notes. You can also provide students other resources like Google Slides presentations, articles, websites, etc. to help them create their concept map. Use whatever resource you think will adequately build their background knowledge.
3. I then give students a sheet of paper for their concept maps. I ensure that I still provide students with a word bank. Then, I model the beginning of the process using a think-aloud approach. I have students mimic my actions on their own papers:
   
   “I’m going to read the notes and I see that the title is ‘Electromagnetic Waves.’ Therefore, I can assume that this is going to be the main idea. Therefore, I will write this in the center. Remember, whatever I write, you write on your paper. Follow along. Okay, now I see in the notes where it says “Light is an electromagnetic wave.” I’m going to write the word ‘light’ on the side and draw an arrow pointing to ‘electromagnetic waves.’ Now I have to write about the relationship between the two. Well the relationship is that light IS AN electromagnetic wave. So I’m going to write “is an” in between these two words. And because I use the word ‘light,’ I’m going to check it off from the word bank. Now it is your turn to finish this concept map using your own understanding.”​​​​​​​​​​​​​​​​
   
   
4. Students are then expected to finish the rest of the concept map on their own.

From Confusion to Confidence: The Power of Concept Maps

Incorporating concept maps before starting a new unit has been a transformative approach in my teaching. By creating these maps early on, students can visually organize what they already know and begin making connections between ideas, even before diving into new content. This process primes their brains to understand how different concepts might relate, laying a foundation for deeper comprehension as the unit progresses.

Starting with concept maps also helps break down complex topics into manageable parts from the very beginning, making the material feel less intimidating. It encourages students to actively engage with the content from day one, preparing them to absorb new information more effectively. As a result, when the lessons unfold, students are not just passively receiving knowledge. They are building on an existing framework, which leads to stronger retention and understanding.

I encourage fellow teachers to try this strategy in their own classrooms and see firsthand how it transforms the learning experience. By empowering students to actively organize and connect ideas from the very beginning, concept maps not only deepen understanding but also promote critical thinking and engagement. If you’re looking for a simple yet powerful tool to enhance both comprehension and student autonomy, concept maps are worth exploring.

Notes:

1. This passage was used in a study that was investigating the impact of background knowledge on conceptual understanding:
   
   Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning & Verbal Behavior, 11(6), 717–726. https://doi.org/10.1016/S0022-5371(72)80006-9