Objective:

This paper aims at assessing the potentials of concept maps as a tool that enables the students to systematize knowledge when solving study tasks of Chemical Analysis.

Methods:

On the basis of the state of art, a theoretical framework was constructed as a reference for observing students’ performance in working with concept maps. Observation focuses on conceptual hierarchy structure, levels or hierarchy set by each of the students, and the number of connections (crossed or critical) identified when relating concepts.

Results:

The students completed the task independently, the findings reveal their learning difficulties related to several analytic methods and the exclusion of qualitative analytic chemistry. However, their course paper outcomes were satisfactory and the students were capable of distinguishing the main subject concepts and establishing hierarchical connections between them.

Conclusions:

The use of conceptual maps by the students allows conceptual systematization, fosters the development of information processing competencies, helps the professor to grade students’ learning of the subject system of knowledge and awakes students’ interest for academic tasks.

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