This study of inservice and preservice teachers investigated group interaction processes in networked supported collaborative concept mapping and the influence these group interaction processes had upon group concept mapping performance. Results showed that group concept mapping performance was significantly correlated to the quantity of group…

Investigates the effects of web-based instructional materials on students' understanding of chemical concepts. Uses interviews with students, concept mapping, and a free-response survey for the study. (YDS)

Generic skills development is increasingly being embedded into UK higher education curricula to improve the employability and lifelong learning skills of graduates. At the same time universities are being required to benchmark their curricular outcomes against national and employer standards. This paper presents and discusses the results of a…

A Mind Map is an outline in which the major categories radiate from a central image and lesser categories are portrayed as branches of larger branches. The author describes an in-class exercise in which small groups of students each create a Mind Map for a specific topic. This exercise is another example of an active and collaborative learning…

This article explores the synergy that can be created when concept-mapping techniques are used in collaboration with the construction of PowerPoint presentations to increase the richness of the learning experience. Some weaknesses of the typical PowerPoint format are highlighted with a description of how they can be overcome through a more…

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…

This study presents a quantitative method for scoring concept maps generated by students learning introductory college chemistry. Concept maps measure the amount of chemical information the student possesses, reasoning ability in chemistry, and specific misconceptions about introductory and physical chemistry concepts. They provide a visualization…

A small set of relationships has been identified which appears to be sufficient for describing all molecular and cellular reactions and structures discussed in an introductory biology course. A precise definition has been developed for each relationship. These 20 relationships are of four types: (1) analytical; (2) spatial; (3) temporal; and (4)…

Flow-diagrams, algorithms, decision logic tables, and concept maps are presented in detail as methods for teaching practical procedures, problem solving, and basic concepts in microbial genetics. It is suggested that the flexible use of these methods should lead to an improved understanding of microbial genetics. (Author/MA)

Discusses how concept maps with two dimensional diagrams which show hierarchical relationships among concepts of a discipline can be used in teaching physics. An example for teaching a course in electromagnetism at the Federal University of Rio Grande do Sul, Brazil is presented. (HM)

Argues that policy-oriented educational research produced a new kind of knowledge: third order knowledge. Defines third-order knowledge as knowledge of and for experts whose purpose is the legislation and regulation of everyday lives. Proposes that expert knowledge motivates a critical analysis contextualized in a historical study of…

Discusses appropriate methodologies for investigating how learning occurs in the laboratory. Presents two techniques, concept mapping and V-diagramming, which can be effective research tools in probing students' understanding of chemical principles. These techniques can also be effective instructional tools that help students integrate lecture…

Explains that concept maps can be utilized as a method of alternative assessment in psychology courses. Evaluates the usefulness of concept maps by examining student concept maps at the beginning and end of the semester. States that concept maps are useful in assessing student knowledge. (CMK)

Shows that the construction of mental representations that capture a situation based on the comprehension of a diagram are mediated by the possession of appropriate background knowledge. Indicates that background knowledge deficiencies may make it difficult for beginning students of a domain to construct suitable mental representations from…

Reports on the results of a project that examined preservice art teachers' thinking about contemporary art and teaching by having them create concept maps. Indicates that the participants settled on an approach and changed it slightly when given more information and teaching suggestions. (CMK)