Data from 48 biology, 36 chemistry, 24 physics, and 33 math teachers in Nigeria revealed favorable attitudes toward learning and using concept- and vee-mapping in teaching science rather than math. Poor attitudes of math teachers toward vee-mapping and assisting teachers in teaching these techniques with greater confidence were shown to need…

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)

This paper provides a brief review of research on concept mapping in biology at the college level that has addressed the issues of "conceptual transparency" and "learner friendliness." For many college students, biology is "conceptually opaque." Students may memorize the characteristics of a plant, but find it difficult to identify that plant in…

Discussed is the relationship of concept-mapping by students to the meaningful learning of genetics and ecological concepts. The implications of these results for teacher education in biology are addressed. (KR)

Describes a study designed to compare student success in a concept mapping exercise with the cognitive preference of the student, and to determine whether students achieve better using individualistic or cooperative learning modes in the concept mapping exercise. Discusses the background, methodology and results. (CW)

Students (n=40) who had experienced cooperative and individualistic concept-mapping experiences performed significantly better in solving three biological problems than did control students (n=20). No significant differences were found between students who mapped concepts cooperatively and those who mapped individually. There were mixed results…

Compared teaching senior secondary school biology students (n=147) with concept mapping alone; with concept mapping in conjunction with cooperative-learning groups; and with lecture/demonstration methods. Groups utilizing concept mapping with cooperative learning scored significantly higher other groups. (Contains 18 references.) (MDH)