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Fostering conceptual and cognitive change in learners can be difficult. Students often come to a learning situation with robust, implicit understandings of the material under study. One explanation for the implicit nature of these understandings is a lack of metaknowledge about the knowledge to be acquired. Helping learners create metaknowledge may free paths to conceptual change. This paper proposes the use of fuzzy cognitive maps [FCMs] as a tool for creating metaknowledge and exploring hidden implications of a learner’s understanding. Two specific educational applications of FCMs are explored in detail and recommendations are included for further investigations within educational contexts.