163 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 10 Using Concept Maps to Enhance Students’ Prior Knowledge in Complex Learning Robert Z. Zheng University of Utah, USA Laura B. Dahl University of Utah, USA INTRODUCTION Like other types of learning, complex learning poses considerable challenges to learners due to its high demands on cognitive resources, prior knowledge and information processing (Grice, 1987; Schwartz & Bransford, 1998; Zheng, McAlack, Wilmes, Kohler-Evans, & Williamson, 2009). For many, prior knowledge activation resonates with meaningful learning (Surber & Schroeder, 2007; Winberg & Hedman, 2008). However, Schwartz and Bransford (1998) pointed out that learning can be “problematic if students do not have the relevant prior knowledge to begin with” (p. 475). Thus, how to effectively develop learners’ prior knowledge becomes a fo- cal point for many researchers who explore the issues from the perspectives of cognitive structures (Kinchin, Hay, & Adams, 2000) and memory related instructional pedagogies (Lee, Plass, & Homer, 2006). Par with the prior knowledge research is the focus on cognitive resources in complex learning. Since complex learning requires a high degree of AbsTRACT As an instructional tool, concept map has been widely used to teach complex subjects in schools. Research suggests that concept mapping can help bridge learners’ prior knowledge with new learning, reduce the cognitive load involved in learning and improve comprehension, content retention, and knowledge transfer. Existing literature focuses on cognitive features, cognitive styles and differences between in- structor provided and student generated concepts. However, little is known about the effects of concept maps as a cognitive tool to infuence learners’ learning, specifcally before and after the learning takes place. This chapter offers a discussion of general research in concept mapping and theories that sup- port such instruction. Finally, an empirical study is presented with suggestions for future research in concept mapping. DOI: 10.4018/978-1-60566-782-9.ch010