Abstract
The review study describes a useful procedure at concept learning. The author postulates the existence of three concept structures: 1. concept structure of scientific field (objective structure of knowledge), 2. concept structure of teaching subject based on related field of science (mostly objective structure), 3. concept structure achieved by a student in the course of teaching and learning (subjective structure).
The interpretation focuses on the pupil´s subjective structure and shows the way of its visualization by means of so-called concept mapping. It explains the procedures of assessment of pupils´ concept maps (e.g. in comparison with the “model” map).
Much attention is paid to the use of concept maps at e-learning including uncovering pupils´ misconcepts of study matter. The assessment findings can be then followed by targeted interventions.