One central goal of vocational education and training (VET) is to help students attain and develop competence so that they can meet current and future professional challenges. Learning environments, which address authentic problems, contribute to reach this aim. However, students need instructional support, e.g. in the form of learning strategies, when dealing with authentic problems. In this study, we investigated whether concept mapping or summary writing as learning strategies better support students in learning from authentic problems in the field of business. We hypothesized that concept mapping is superior to summary writing. Twenty-six students of pre-university education who attended a VET course participated. They were randomly assigned to the concept mapping or summary writing condition, and they worked in pairs. All students took a knowledge pre-test and post-test. In addition, students’ discussions, their concept maps or summaries, and the final product—a written advice—were analysed. The results show that the groups did not differ in knowledge neither before nor after the intervention. Unexpectedly, the quality of
summaries was better than the one of concept maps. However, concept mapping better supports the reasoning of students (demonstrated in the discussions) and insight into the topic (as measured by the quality of the advice) than summary writing.