Analyses the relationships between concepts describing the composition of matter that were proposed by a sample of prospective primary education teachers on a conceptual map. Content analysis shows that there are four equally representative categories. Describes the activities that were used with the prospective teachers concerning the…

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…

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…

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)

The role common region (CR) plays in acquiring scientific information from node-link displays was studied by testing 88 subjects under conditions of knowledge maps demonstrating or not demonstrating CR. Field-dependent subjects scored better than the field-independent subjects for maps demonstrating CR, whereas the opposite was true for maps not…

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…

This paper examines the equivalence of two construct-a-concept-map techniques. construct-a-map with created linking phrases (C) and construct-a-map with selected linking phrases (S). The former places few constraints on the respondent and has been considered the gold standard; the latter is cost- and time-efficient. They are compared in terms…

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)

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…

Describes using celebrations of dates in the history of science and technology as an instructional strategy. For example, the author celebrated the day of the Wright Brothers' first flight and culminated it with an paper airplane flying contest. Festivities begin with concept mapping to allow students the opportunity to relate new ideas to prior…

Describes how concept mapping were used in a teacher education program to help master the technique of lesson planning. (ZWH)

Tests for alternative conceptions of students enrolled in a second course of sciences at the Teacher Training School in Pamplona, Spain of a geological topic (silicates) that had been studied at previous educational levels. Students' concept maps showed the existence of a large number of alternative conceptions. Contains 26 references. (Author/ASK)

Explores the successive and progressive changes in the structural complexity and propositional validity of knowledge held by students enrolled in an advanced undergraduate university-level biology course. Finds that in general, a significant amount of weak restructuring occurs and that the most radical type of strong restructuring occurs during…