A control group of 40 eighth graders completed a unit on elements and compounds. An experimental group of 42 completed concept maps on the same topic. Results of a one-tailed T test demonstrated the usefulness of concept maps as advance organizers. (KR)

This article argues that more theoretically based research is needed on the academic expectations of gifted adolescents regarding summer enrichment programs. Concept mapping is suggested as an alternative methodological approach to such research and one such map is presented, which was developed by mapping expectations of 74 seventh and eighth…

Comments on preceding articles include "Studies of the Hexagonal Model" (Holland, Gottfredson); "Structure of Occupations" (Dawis); "Is Holland's Theory Worthy of So Much Attention?" (Schwartz); "Does Enough Evidence Exist to Modify Holland's Theory?" (Hansen); "Research and Application Using Holland's…

Describes the use of computer-generated concept maps using a new genre of graphics programs that allows students to create, alter and expand maps as they acquire more subject matter knowledge. Four examples of increasingly complex concept maps developed by a high school student studying cellular biology are discussed and illustrated. (Contains 19…

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 the use of concept mapping and Vee diagramming in helping students learn how to learn. (PR)

Use of concept mapping as an assessment tool allows links to be made between concepts, and shows both scientifically correct propositions and misconceptions. Annotated drawings offer an alternative form of expression to children who may hold ideas but find it difficult to express them in words or to recognize links between them. (PVD)

Focuses on three students engaged in a group task to develop a concept map on hypermedia-related concepts. Examines how each of the students--grouped together based on their learning style and cognitive control differences--influenced construction of the group concept map. Concludes that the "Assimilator/Field-Independent" student was the most…

Uses concept maps to reveal important changes in the knowledge base of preservice teachers. Finds that preservice teachers in a school-based, three-course "literacy block" constructed richer, more professional, and more complete concept maps (relating more literacy teaching and subject-matter ideas together with logically appropriate connectors)…

Describes the use of cognitive mapping to identify historical conceptions by examining whether adolescents' historical knowledge can be characterized according to distinctions between critical and traditional orientations. Presents three "ideal conceptions'" of Jewish history: (1) theological; (2) sociological; and (3)…

Describes a framework for computer-aided concept mapping that provides the means to easily trace the learning process. Presents the construction of a concept map as a script which consists of elementary operations. This approach can be applied in presentation tools, in evaluating the learning process, and in computer-aided learning. (Author/AEF)

Addresses the main functions of concept mapping as a student activity in their learning processes: (1) design method to be used as a structural scaffolding technique before and during the development of hypermedia; (2) navigation device for exploring hypermedia documents on CD-ROMs or WWW; (3) knowledge elicitation technique; and (4) authentic…

Describes the use of concept mapping as a teaching technique in a graduate-level educational psychology course. Examines constructivist learning as a theoretical base for instruction, defines concept mapping, and outlines the classroom technique used. Asserts that concept maps guide, promote, and assist in knowledge construction as a metacognitive…

Analyzes students' visual renderings of concepts related to the term "hypermedia" to determine whether groups, membership of which was based on a mixture of learning styles or a mixture of hypermedia knowledge, constructed concept maps that differed in terms of several factors. Learning style seemed to explain the types of interactions more than…

Concept mapping provides a means for teachers and students to represent their understanding of an area of knowledge. Information from two primary schools suggests that it can be used as a means of evaluating a school's elementary technology program. Information about attitudes/perceptions of technology was constructed into a concept map format.…