Implications
The following implications are offered to middle grade science teachers on the basis of this study's findings. First, it would serve the science teacher well to use the concept mapping strategy as a learning and organizational tool when working with average/ lower ability level students. Concept mapping requires no special materials, thus making it inexpensive. Once students and teacher master the technique, the only cost to the teacher would be the time required to generate model maps. However, considerable teaching time is needed to construct quality maps.
Second, if concept mapping is used as a learning strategy, then one would be well served by using performance assessments rather than traditional testing procedures. It appears that traditional objective tests are not sensitive enough to detect differences in student achievement when using concept mapping.
Third, since the technique of concept mapping is relatively new, students may adapt or learn to perform procedures differently. Therefore, students and teachers need practice in the construction and use of concept mapping.