Abstract
This publication deals with the issue of concept mapping and its potential applications in secondary and higher education. The objective was to contribute to the development of pedagogical theory in relation to the area of didactic resources, and develop a cognitively-oriented method of education.
Through theoretical and empirical methods, the authors sought to analyze the cognitive foundation of concept mapping and understand the essence of its educational potential, as well as recognize concept map characteristics and their applications. This work presents the theoretical aspects of concept mapping, its activities and results; including research findings obtained from surveys executed during concept map implementation in secondary and higher education.