Abstract
This paper describes a qualitative approach to analysing students' concept maps. The classification highlights three major patterns which are referred to as 'spoke', 'chain' and 'net' structures. Examples are given from Year 8 science classes. The patterns are interpreted as being indicators of progressive levels of understanding. It is proposed that identification of these differences may help the classroom teacher to focus teaching for more effective learning and may be used as a basis for structuring groups in collaborative settings. This approach to analysing concept maps is of value because it suggests teaching approaches that help students integrate new knowledge and build upon their existing naive concepts. We also refer to the teacher's scheme of work and to the National Curriculum for science in order to consider their influence in the construction of understanding. These ideas have been deliberately offered for early publication to encourage debate and generate feedback. Further work is in progress to better understand how students with different conceptual structures can be most appropriately helped to achieve learning development.