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Peer reviewedMarkow, Peter G.; Lonning, Robert A. – Journal of Research in Science Teaching, 1998
Concept-map construction was tested as a means of increasing the conceptual learning of first-year, non-major college chemistry students (n=32). No significant differences between the control (essay-writing) and treatment (concept-map-constructing) groups were found on post-lab multiple-choice achievement tests. Interviews with students indicated…
Descriptors: Academic Achievement, Chemistry, Concept Formation, Concept Mapping
