Since the 1970s, Novak and his research team at Cornell University have developed the technique of concept mapping as a means of representing the emerging science knowledge of students.[2] It has subsequently been used as a tool to increase meaningful learning in the sciences and other subjects as well as to represent the expert knowledge of individuals and teams in education, government and business.
Concept maps have their origin in the learning movement called constructivism. In particular, constructivists hold that learners actively construct knowledge. Novak's work is based on the cognitive theories of David Ausubel assimilation theory, who stressed the importance of prior knowledge in being able to learn new concepts.
"The most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly."[3]
Novak taught students as young as six years old to make concept maps to represent their response to focus questions such as "What is water?" "What causes the seasons?"
In his book Learning How to Learn, Novak states that "meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures."