This book describes a conceptual framework, the "Instructional Map"--a metaphor for envisioning the interconnectedness of teacher and student, teaching and learning, and content and process--that can help teachers plan, sort their way through course material and instructional options, interact with students, and reflect upon progress made and what…

This study used concept maps to investigate changes in beliefs regarding teacher effectiveness as students progressed through student teaching. Participants created maps at the beginning and end of their practicum, which enabled them to examine their beliefs and were helpful to their supervisor. Postmap, but not premap, characteristics moderately…

This article offers a computerized concept-mapping program that can be used to display information gathered about a student with behavior problems as part of the functional behavior assessment process required by the Individuals with Disabilities Education Act Amendments of 1997. Application in one Florida school district is described. (Contains…

Discusses rules for Web page design: consider audiences' Internet skills and equipment; know your content; outline the material; map or sketch the site; be consistent; regulate size of graphics to control download time; place eye catching material in the first 300 pixels; moderate use of color to control file size and bandwidth; include a…

This study proposes a hierarchical hyper concept map (HHCM) course system which consists of a navigation map, concept maps, and hypermedia documents. Results of testing the HHCM as a course representation showed achievement was greater for students learning from the course represented by HHCM compared with those learning from a linearly…

Investigated was the effect of concept mapping on science achievement. It was concluded that mapping concepts prior to, during, and subsequent to instruction led to greater achievement. (CW)

Contrasts receptive learning (rote learning) with meaningful learning. Explains that people construct knowledge based on what they already know. Concept maps are used to organize and represent knowledge and help the learner construct new meanings in a subject. Gives examples of concept maps created by scientists. (18 references) (PR)

Describes the practice of concept mapping, the student-student and student-teacher interactions, and cognitive activity occurring in participants. Authors conclude that concept mapping is an excellent activity that allows students to engage in extended science discourse. The maps provide students with a means to learn the language patterns of…

A study compared university chemistry students' (n=19) performances in creativity exercises, concept mapping, and traditional examinations. Performance in all three correlated with deep study strategy, but low correlations between the three methods suggests that they test different aspects of chemistry knowledge. Use and integration of all three…

McGill University (Canada) faculty participating in discussion groups about teaching analyzed such issues as structure of subject matter, the learning task, linking teaching methods and learning expectations, and evaluation of learning. Some collaborated on classroom research. Findings indicated that varied exposure to concept mapping resulted in…

The relationship between concept mapping and comprehension was investigated in conjunction with science instructional laboratories. Measured were student skills and aptitudes applying aptitude treatment interaction procedures to investigate interactions between a concept mapping treatment and student aptitudes. (KR)

This study tracked long-term effects of teacher education programs on beginning teachers' cognitive structures for classroom management. Elementary teachers completed an ordered tree and a concept mapping exercise of the domain classroom management one year after program completion. Results showed a positive but nonsignificant trend toward greater…

Port Washington-Saukville (Wisconsin) School District created the Bright Beginnings Committee to identify effective teaching strategies to engage all students in relevant learning. Brain-based strategies include use of movement, music, metaphors, personal stories, humor, color, brainstorming, prime teaching time, and project demonstration. (11…

Describes development and evaluation of eight computerized problem-based learning (PBL) cases in medicinal chemistry and pharmaceutics concepts. Case versions either incorporated concept maps emphasizing key ideas or did not. Student performance on quizzes did not differ between the different case versions and was similar to that of students who…

A study used concept maps to trace conceptual change in 30 preservice teachers enrolled in an introductory multicultural/special education course at Michigan State University. Results indicate significant quantitative and qualitative differences between pre- and post-measures. Students constructed post-concept maps that included more concepts,…