The behavioral learning approach has been effective in the field of education for many years, and teaching practices based on it have started to be replaced by the constructivist learning approach. In fact, a paradigm shift has occurred in the background of this transformation in the field of education. Accordingly, the positivist paradigm, which directs education in terms of understanding knowledge, has been the subject of criticism due to the educational problems it has created and has been said to fall short of meeting the educational needs of people living in today’s society. The positivist point of view is based on teaching practices that only transfer information, with learners tending to memorize information completely, and has remained ineffective in the field of education. The literature on education shows how learning and knowledge have been moved from object-centeredness and placed in an intersubjective context in the transition from behaviorism to cognitivism and then to constructivism. Accordingly, interpreting and reproducing information instead of memorizing it have become even more important in an environment where information is rapidly produced and disseminated. Regardless of the subject being taught, education is expected to go beyond knowledge and focus on developing learners’ cognitive skills. In this respect, the focus is on having the teaching processes contribute to learners’ holistic development in terms of cognition, affection, and behavior. Accordingly, learning-centered strategies, methods, and techniques have been used in place of a teacher- and content-oriented teaching process. Teaching methods can be evaluated under two basic categories (i.e., traditional and modern methods) depending on the paradigms upon which they are based. Traditional methods (e.g., lectures, question-and-answer) are teacher-centered and passively position learners in the learning environment. In traditional teaching environments where teacher-centered methods are applied, learning is mostly at the knowledge level where information is memorized as is. Research shows teaching situations that are designed in this way to fall short of supporting the development of high-level skills that today’s individuals need, such as problem solving and creativity. Therefore, focusing on methods and techniques that will support the formation of meaningful learning and the development of high-level thinking skills has been recommended over memorization. In the constructivist approach, learning is evaluated as a meaning-making process and explained as a mental structuring. In this respect, this approach emphasizes the factors that will enable learning to become meaningful and gives priority to learners’ individual and social creation of knowledge. Individual structuring of knowledge takes place based on learners’ previous knowledge, experience, schema, and concepts. The use of methods that will reveal learners’ prior knowledge and experiences in learning situations is thought to also be able to contribute to knowledge that is meaningfully structured. At the same time, social constructivists emphasize the social nature of learning and development and suggest using teaching strategies and methods that support learner interaction in which cultural tools, especially language, are effective in the meaningful creation of knowledge. According to meaningful learning, learners’ prior knowledge is the most basic factor affecting learning. Learners who have insufficient prior knowledge and conceptual background in any subject will not be able to meaningfully construct knowledge. Likewise, meaningful learning will not take place in the absence of any meaningful connection between concepts and principles. For this reason, the use of pre-organizers is recommended in order to eliminate learners’ lack of knowledge and concept. Concept maps contribute to making learning meaningful in terms of learning concepts from general to more specific levels by revealing learners’ previously learned concepts. In this context, foreign language teaching and its methods are also being renewed based on conditions and circumstances, as well as being reconstructed to meet the needs. Arabic is taught as a foreign language in Türkiye and had been taught in the past based on traditional methods. Based on the changing conditions of today, constructivist learning approaches have started being used to teach Arabic. One situation that can be encountered involves the context of concepts that have different forms and structures during foreign language learning compared to when used in the mother tongue, and all these new kinds of information appear as points where students have difficulty understanding. In this case, having students actively participate plays an important role in students’ ability to make sense of the information. Therefore, concept maps can generally be used in every stage of teaching a foreign language, especially when teaching Arabic as a foreign language, because learning the concepts and the relations between concepts fully and correctly will contribute to meaningful learning. In this context, the concept maps method is thought to have an important role in acquiring any skill, especially with regard to grammar lessons, teaching basic concepts, concretizing information in the mind, and shaping information visually. This study presents examples of concept maps related to acquiring the basic concepts used in Arabic grammar lessons. As a topic title, the grammatical subject of sentence types was chosen at random. In terms of preparing students for the subject, the students were presented with the concepts of word and vocabulary in the context of remembering previous learning and associating it with new learning and were asked to think about related concepts. The students also created concept maps under the teacher’s guidance.