Background: Since the COVID-19 pandemic, American students have demonstrated substantial losses in achievement (Amplify, 2021; Domingue et al., 2021; Dorn et al., 2020; Storey & Zhang, 2023), while chronic absenteeism doubled after the pandemic, with the largest increase among low-income students (Chang et al., 2022; Dorn et al., 2021). Among…

Professionals in the field of addictions view problems associated with recovery management across multiple domains. This exploratory study utilized concept mapping and pattern matching methodology to conceptualize the resulting 7 domains of concern for treatment and aftercare of problem and pathological gamblers. The information can be used by…

Individualized care in children's services requires practitioners to move beyond individual worldviews to gain a cultural context for service planning and delivery to an increasingly diversifying U.S. population. As such, research is needed to empirically support diversity practice models used to prepare practitioners for cross-cultural work. This…

This article explores historical reasoning, an important activity in history learning. Based upon an extensive review of empirical literature on students' thinking and reasoning about history, a theoretical framework of historical reasoning is proposed. The framework consists of six components: asking historical questions, using sources,…

When designed properly, concept mapping activities can engage students in meaningful learning. In the process of creating concept maps, students relate new information to more general concepts already held, develop fuller understandings of those general concepts, and recognize new relationships between concepts. Students engage in these activities…

Examines the use of concept maps to measure tertiary science students' understanding of fundamental concepts in statistical inference. Concludes that valuable qualitative information can be gained from an investigation of student concept maps such as students' misconceptions, which cannot be obtained through traditional assessment methods.…

Knowledge graphs can be used by students as a tool to visualize the structure of concepts and relations between mathematical concepts. Focuses on the graphs produced by students, their appreciation of the structuring activity, and the relationship between their graphs and test results. (Contains 18 references.) (Author/ASK)

Identifies some of the major factors underlying common problems that students have in acquiring an understanding of chemistry concepts. Suggests and discusses the use of concept maps as an aid in ensuring that meaningful learning rather than rote learning has occurred among students. Contains 32 references. (ZWH)

Describes a study of concept mapping as a means of learning problem-solving skills. Concludes that the concept mapping subjects were significantly more successful at solving biological test questions than were the controls. Reports no significant differences between cooperative and individual mapping and mixed results for gender. (DK)

Despite the importance accorded to helping students make conceptual connections and arrive at a more sophisticated understanding of how ideas, concepts, theories, and explanations interact with and inform one another, educators have few maps to help them describe the process by which students learn to make these connections. Through skill theory,…

Concept mapping, a technique based on David Ausubel's theory of meaningful learning, involves the organization of concepts into an hierarchical arrangement. Suggestions for incorporating this learning strategy into the biology classroom are presented and discussed. Steps in concept mapping include: (1) identifying important concepts in the study…

Presents the use of concept mapping as an assessment tool augmented by an additional activity. Discusses how this elaboration of a concept map contains potential information on what students are coming to understand and helps the teacher to decide the direction of future instruction. Presents examples of students' concept maps. (ASK)

This information sheet examines three areas: (1) what research tells about problem-solving in chemistry; (2) why students have such difficulty in solving chemistry problems; and (3) if there are some ways of teaching students to solve problems that are more effective than others. From several research studies on problem-solving in chemistry, it is…

Discusses seven key concepts in Ausubel's learning theory which function to guide research and teaching. Also discusses concept mapping and Gowins Vee, providing examples of how they are used in chemistry instruction. (JN)

Discusses how semantic mapping can be used in educating students who are deaf or hard of hearing by making important concepts visual and by helping students find connections among ideas and subject areas. Examples are given of how semantic mapping can be used to teach science and mathematics. (CR)