This document discusses three research studies on the use of concept mapping as an instructional method. The Novak study used concept maps to measure how well students built upon content exposure over 12 years and developed accurate scoring methods. The Schmid study found that using maps for 3 hours of instruction on biology concepts helped students integrate ideas better than traditional inquiry. The Horton study found that using concept maps raised achievement levels 50-68 percentile points and improved higher-order thinking skills like application and analysis, especially for lower-performing students. It provides recommendations for effective implementation including sufficient time, student-generated maps, and small group sharing.