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Fung, Dennis; Liang, Tim – International Journal of Science and Mathematics Education, 2023
This paper reports the results of a quasi-experimental study that evaluated the effectiveness of collaborative mind mapping in three Hong Kong primary schools. More than 200 grade 4 students, divided into three pedagogical groups, participated in a variety of science learning activities with the aid of a mind map and/or collaborative group work.…
Descriptors: Foreign Countries, Elementary School Students, Grade 4, Cognitive Mapping
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Alderbashi, Khaled Younis; Moussa, Moustafa Kamal – Journal of Curriculum and Teaching, 2022
This article explored the effectiveness of employing the e-mind mapping strategy in scientific courses in Emirati private preparatory schools in the light of adopting the blended learning approach. It explored that from the perspective of students. The researchers adopted the descriptive analytical and quantitative approaches. They used a survey…
Descriptors: Blended Learning, Science Instruction, Private Schools, Teaching Methods
Muhlisin, Ahmad – Online Submission, 2019
The course of science is considered to boring and difficult course to be understood by students of science education program. The aims of this research are examine the effect of RMS learning model in mastering the students concepts; 2) examine the effect of difference academic ability in mastering students concept; 3) examine the effect of…
Descriptors: Scientific Concepts, Concept Formation, Mastery Learning, Science Instruction
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Novak, Joseph D.; And Others – Science Education, 1983
Investigated use of concept and Vee-mapping strategies with regular seventh- and eighth-grade science students (N=155), focusing on changes in student acquisition of science knowledge and problem-solving performance. Includes methods of teaching Vee mapping, evaluating the maps, anectdotal records of Piagetian clinical interviews, findings, and…
Descriptors: Cognitive Mapping, Cognitive Processes, Concept Mapping, Epistemology
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Dykstra, D. I.; And Others – Science Education, 1992
Discusses (1) the need for teachers to understand student conceptions; (2) alternative conceptions that students formulate; (3) changing conceptions; (4) representing conceptual knowledge for studying conceptual change; (5) strategies for inducing change; and (6) a taxonomy of conceptual change. (Contains 61 references.) (MDH)
Descriptors: Beliefs, Classification, Cognitive Development, Cognitive Mapping
Schoon, Kenneth J. – 1989
Misconceptions interfere with the formation of new insights and provide a faulty foundation. This causes difficulty in the learning of new materials. Therefore, effective teachers strive to know which misconceptions students have, and then develop a plan by which these suspected misconceptions can be corrected or averted. This paper reports on an…
Descriptors: Age Differences, Cognitive Mapping, Concept Formation, Earth Science