Concept maps have been used to present information and to facilitate learning by students constructing their own maps, but htere have been few studies on concept maps as a tool for research into the nature of student learning and the evaluation of the effectiveness of teaching. In setting concept mapping exercises two main issues have been identified, the framework in which students construct their maps (ie the instructions and assistance provided) and procedures for analyzing complete maps.

In an Open University history of science course a unit was written to provide basic information on quantum theory for students with arts and social science backgrounds. This was necessary to enable these students to handle the Bohr-Einstein debate. Detailed evaluation of the unit with a sample of students showed that it achieved its purpose even though there were aspects which some students found difficult. The effectiveness of the unit was borne out in the assignment performance of the sample.