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The Impact of Concept-Mapping and Visualization on the Learning of Secondary School Chemistry Students.
Peer reviewed Peer reviewed
Brandt, Ludo; Elen, Jan; Hellemans, Jacqueline; Heerman, Luc; Couwenberg, Ina; Volckaert, Liesbeth; Morisse, Heidi – International Journal of Science Education, 2001
Explores whether construction of integrated knowledge structures by students can be stimulated by concept mapping and better visualization of concepts and their interrelationships. Significant effects of concept mapping as an instructional method could not be detected. (Contains 18 references.) (DDR)
Descriptors: Chemistry, Cognitive Processes, Cognitive Structures, College Curriculum
Enhancing Science Instruction: The Use of 'Conflict Maps'.
Peer reviewed Peer reviewed
Tsai, Chin-Chung – International Journal of Science Education, 2000
Argues for using "conflict maps" as a way of enhancing science teaching and learning. The conflict map emphasizes not only the use of discrepant events, but also the resolution of conflict between students' alternative conceptions and the scientific conception. Discusses the conflict map as an instructional aid for teachers or as a…
Descriptors: Concept Formation, Concept Mapping, Knowledge Base for Teaching, Knowledge Representation
If Concept Mapping Is so Helpful to Learning Biology, Why Aren't We All Doing It?
Peer reviewed Peer reviewed
Kinchin, Ian M. – International Journal of Science Education, 2001
Speculates about reasons for the lack of use of concept mapping as an instructional strategy. Concludes that the two main barriers to its extensive adoption are the epistemological beliefs of classroom teachers and the underlying philosophy of the curriculum. (Contains 45 references.) (DDR)
Descriptors: Biology, Cognitive Processes, Cognitive Structures, College Curriculum