This paper describes a study that tested the effectiveness of concept maps for teaching about technical systems. An experiment was conducted that compared the effectiveness of schematic diagrams to one form of concept map: functional flow diagrams. The results suggest that conceptual diagrams help students understand the behavior of systems and enhances their ability to develop accurate knowledge structures. Implications of using concept maps for technical instruction are discussed and recommendations for future research in this area are provided.
MDS-469 / November 1992