Abstract
The study was carried out in an elementary Home Economics class using the concept mapping for introduction and review of learning about food and nutrition. The subjects included 30 sixth graders in elementary school and we analyzed their concept maps made at the beginning and at the end of a learning program (total 10 hours) dealing with nutrition, food and cooking. As a result, we found that the concept mapping was effective for sixth graders to understand about food and nutrition. Introducing the concept mapping at the beginning of learning was useful for children to find and set their own tasks for learning problem-solving and it helped to develop their intentions to learn by themselves. Also, it is possible to objectively grasp children's learning outcomes through the program by comparing concept maps which they made at the beginning and at the end of the program. This advantage is useful not only for teachers but also for children themselves to notice and assess what they learned through the program and it will develop their motivation to learn further.
