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This paper focuses on the use of concept maps by year 7 students in three rural schools in New South Wales, Australia. The study examined the views of students, teachers and teacher librarians on the use of concept maps and on the extent to which students would transfer concept mapping skills across time and across subjects. Grounded theory was used as the method for the study. Data was gathered via student diaries, questionnaires and interviews, and teacher and teacher librarian interviews. Data was analysed and interpreted using grounded theory techniques. Findings indicated that transfer was a complex issue for students and school staff.

Students, Concept Maps, and the Issue of Transfer