Abstract
Concept mapping is an activity with numerous uses in the biology classroom. Its value in planning, teaching, revision, and assessment, and the attitudes of students and teachers towards its use, are discussed. Comments made are illustrated with excerpts from interviews with teachers and students who were involved in classroom concept mapping exercises. The use of expert maps for scoring is described, and some of the pitfalls are considered. Finally, the value of concept mapping as an aid to reflective practice is discussed.