Instructional strategies in science that fail to identify students' initial understanding of scientific concepts may leave students' flawed ideas unchanged, thus affecting their ability to synthesize, differentiate, and connect to new information in science. The purpose of this quantitative study was to examine the relationship between concept mapping and science achievement. Cognitive learning theories formed the theoretical framework for the study. The research questions addressed in this study examined whether a significant difference exists between the concept mapping (treatment) and the traditional (control) groups on posttest scores and on test scores across time and group. A one way analysis of covariance (ANCOVA) was used to determine if there was a significant difference on posttest scores from 70 third grade students after controlling for pretest scores. Results of the ANCOVA analysis revealed the homogeneity of regression slopes assumption was not met. A two way repeated measures mixed factorial analysis of variance (ANOVA) was used to determine if there were differences on participants' test scores by time and group. A statistically significant effect was found within subjects' main effect across time and between subjects main effect by group. These findings provide a direction for facilitating social change by recognizing conceptual structures that enable students to distinguish the interrelatedness between new and existing knowledge for learning, suggesting implications for effecting achievement in school and in the workplace. This research is significant to educators, administrators, and parents in providing an understanding of concept mapping and the effect on cognitive learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]