摘要：AbstractThere is a broad set of concept mapping tasks which can be used by teachers for assessing students’ knowledge structures but there are no known works of research studying their adaptation to students’ individual differences and preferences in relation to different tasks. The paper reports first results of activities which aim to offer a solution of the abovementioned problem. It is based on extensive review of theoretical and empirical studies and focuses on: a) identification of advantages and drawbacks of different concept mapping tasks, and b) finding factors which may affect students’ concept mapping ability.
