The purpose of this research is to study the effects of cooperative, individual concept mapping, and traditional teaching methods on learning strategy use. One of the experimental groups was taught by cooperative concept mapping, and the other by individual concept mapping. Traditional method was implemented in the control group. Fifth graders (52: females, 70 males) enrolled in an elementary school in Aegean district, Turkey participated, in this research. "Sound and Light" unit was covered during a 35-hour treatment. Experimental groups were provided with training about concept mapping strategy and cooperation skills. Data were collected by the Learning Strategy Inventory and in-depth interview protocols with the participants. The findings showed that cooperative and individual concept mapping conditions promoted the use of effective learning strategies mote than traditional teaching.