This article describes the genesis and development of concept mapping as a tool for science education. It also offers an overview of this special issue of the "Journal of Research in Science Teaching" and comments on the current state of knowledge representation. Suggestions for further research are made. (49 references) (Author/PR)

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Selective illustrative examples of students' learning difficulties and misconceptions in first-year general and organic chemistry are presented in the students' terms, followed by strategies the author uses to overcome the difficulties. Suggests that student misconceptions in first-year chemistry are not interrelated logically and are not prone to…

Provides examples of how concept mapping can be used to help overcome misconceptions in college chemistry. (PR)

Concept mapping with "Learning Tool," a computerized mapping program, was used to assess changes in the content and organization of 17 preservice teachers' concept maps for the topic of effective teaching. This study illustrates how concept mapping can be useful in describing students' evolving constructions of knowledge in a particular…

Teaching strategies associated with a conceptual change model of science teaching were examined in a study of seventh-grade life science teachers (n=13). Greater use of conceptual change teaching strategies was associated with use of the special instructional materials, not with the training. Students in classes where teachers were provided with…

Concept mapping was used to tap the conceptual disciplinary (science subject) knowledge and pedagogical knowledge of seven biology and six geography teachers with short or long teaching experience. Results indicate that knowledge in both areas is unsatisfactory, experience does not improve the knowledge, and teachers mastered disciplinary…