Investigates the changes in students' understanding of chemistry concepts when concept mapping is used as an instructional method and assessment technique. (Contains 24 references.) (YDS)

Classification of concept maps made in British science classes resulted in three patterns that indicate students' progressive levels of understanding. The classification method analyzes hierarchy, processes, complexity, conceptual development, and representation. It suggests teaching approaches based on students' existing concept structures. (SK)

Emerging from a human constructivist view of learning and a punctuated model of conceptual change, these studies explored differences in the structural complexity and content validity of knowledge about prehistoric life depicted in concept maps by learners ranging in age from approximately 10 to 20 years. Study 1 (cross-age) explored the…

The basic theory of Rasch measurement applies to situations where a person has a certain level of a trait being investigated, and this level of ability is what determines (to within a measurement error) how well the person does on each item in a test. This paper responds to frequent suggestions from colleagues that the use of Rasch measurement…

The primary purpose of this study was to investigate the effectiveness of two different types of post-instruction concept interviews: one that did and one that did not embed a concept mapping process as means of eliciting students' post-instruction conceptual understandings about the nature of, source of, and problems caused by chlorofluorocarbons…

Symbols occupy a pivotal position between processes to be carried out and concepts to be thought about. They allow us both to do mathematical problems and to think about mathematical relationships. In this presentation, the discontinuities that occur in the learning path taken by different students, leading to a divergence between conceptual and…

Undergraduates (n=25) participated in a study designed to describe and evaluate the use of concept mapping in teaching a college course on evolution; determine whether students' concept maps reveal "critical junctures" in learning as the course unfolds; and assess the impact of concept mapping on students' study practices and on…

Studied the influence of task characteristics on the characteristics of elaboration of conceptual knowledge in social interaction using 40 secondary school students working in dyads on a collaborative task in 1 of 4 conditions. A phase of individual preparation created better learning results. In the concept mapping condition, elaboration was…

Explores the effectiveness of concept mapping, the learning cycle, expository instruction, and a combination of concept mapping/learning cycle in promoting conceptual understanding of diffusion and osmosis. Concludes that the concept mapping/learning cycle and concept mapping treatment groups significantly outperformed the expository treatment…

Concept maps are graphical ways of working with ideas and presenting information. They reveal patterns and relationships and help students to clarify their thinking, and to process, organize and prioritize. Displaying information visually--in concept maps, word webs, or diagrams--stimulates creativity. Being able to think logically teaches…

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…

The use of concept maps, diagrams indicating relationships between concepts, as a tool for evaluating student comprehension is discussed, and examples of student concept maps drawn in physics and literature courses are provided. (MSE)

Describes how concept maps can be used in biology teaching. Concept maps for genetics and ecology are presented as a model. How to use these maps as curricular and instructional tools and as a means of evaluation is also included. (HM)

Recommends the use of concept mapping in science teaching and proposes that it be presented as a creative activity. Includes a sample lesson plan of a potato stamp concept mapping activity for astronomy. (DDR)

Suggests that the construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in their cognitive structure. Concept mapping has been used effectively to aid meaningful learning with resulting modification of student's knowledge structures. Asserts that new computer…