Abstract
Conceptual maps can be seen as a didactic tools as well as an evaluation tool. They encourage creative and reflective approach in the educational process in the primary and further education.
They allow a hierarchy and structure of thought processes and knowledges of individuals and groups primarily in declarative base of knowledges. Through concept mapping can be identified inconsistencies of knowledges in the initial phase of introducing new topics, enabling the integration of new knowledges, or their correction of the existing conceptual structure and evaulate in the end.
This paper aims to describe the conceptual map as a multi-functional didactic tool and its integration into the educational process.