Concept mapping has been applied at all levels of learning and instruction in many contexts. The use of concept maps is becoming more widespread in areas of science education abroad.

In science education, concept mapping has been widely recommended and used in a variety of ways. It has been used to help pupils build and organize their knowledge base in a given discipline or on a given topic. Concept mapping has also been used as a study tool for synthesizing information from multiple sources.

Concept mapping engages the learner in the construction of knowledge by linking sub concepts to more general, inclusive, and abstract concepts, thus bringing about meaningful learning. This tool, when employed by pupils, help them "learn how to learn" which in turn facilitates pupils to be more aware about the structure of knowledge and the process of knowledge production or meta-knowledge.

Concept mapping has not only been found useful in promoting pupils' understanding of science concepts, it also facilitate pupils' abilities to solve problems and to answer questions that require application and synthesis of concepts .Concept maps has been used to observe change in pupils' understanding of concepts over time .It can be used to assess what the learner knows as concept maps can be tapped to measure pupils' understanding and to reveal unique thought processes.

Numerous studies have shown that pupils bring relevant knowledge frameworks or varying degree of quantity and quality to learning tasks.  Concept mapping has not only helped pupils elaborate the conceptual understanding theory they already possess but especially to recognize and modify those knowledge structures that contains misconceptions, alternative conceptions or framework. Thus the acquisition of powerful super