Concept mapping: A useful tool for science education

Cited by (1,000)

Items 201–300 of 1,000

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6. Effects of conceptual, procedural, and declarative reflection on students’ structural knowledge in physics
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7. Using Concept Maps to Analyze Textbook Presentations of Respiration
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8. Managing knowledge with computer-based mapping tools
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9. Exploring young children's performance on and acceptance of an educational scenario-based digital game for teaching route-planning strategies: a case study
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10. Concept Mapping and Guided Inquiry as Effective Techniques for Teaching Difficult Concepts in Chemistry: Effect on Students’ Academic Achievement
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11. Can Good Concept Mappers be Good Problem Solvers in Science'?
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12. Joined up thinking? Evaluating the use of concept‐mapping to develop complex system learning
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13. Using a Paradigm Shift to Teach Neurobiology and the Nature of Science-a C.R.E.A.T.E.-based Approach.
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14. Effect of Novak Colorful Concept Map with Digital Teaching Materials on Student Academic Achievement
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15. Concept Mapping As A Form Of Student Assessment And Instruction
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16. Challenging gifted learners: general principles for science educators; and exemplification in the context of teaching chemistry
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18. Effects of a concept mapping-guided virtual laboratory learning approach on students’ science process skills and behavioral patterns
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19. Beyond concept analysis: Uses of mind mapping software for visual representation, management, and analysis of diverse digital data
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24. Conducting task‐based interviews with pairs of children: consensus, conflict, knowledge construction and turn taking
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28. Concept Maps in the Classroom: A New Approach to Reveal Students’ Conceptual Change
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30. Effects of conceptual change text based instruction on ecology, attitudes toward biology and environment
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33. Concept Mapping Strategies: Content, Tools and Assessment for Human Geography
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34. Probing the Relation between Students’ Integrated Knowledge and Knowledge-in-Use about Energy using Network Analysis
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35. Mapping and managing knowledge and information in resource‐based learning
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36. Development of knowledge frameworks and higher order cognitive operations among secondary school students who studied a unit on ecology
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38. Problem-Based Learning in College Science
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39. Model-facilitated learning
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40. How can hypermedia tools help teach programming?
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41. Using wordnet to support interactive concept map construction
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42. To What Extent can Concept Mapping Motivate Students to Take a More Meaningful Approach to Learning Biology
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43. Systems Thinking as a Tool for Teaching Undergraduate Business Students Humanistic Management
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45. Information processing: a review of implications of Johnstone’s model for science education
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46. Self-associated concept mapping for representation, elicitation and inference of knowledge
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47. Ethical assessment in radioactive waste management: a proposed reflective equilibrium‐based deliberative approach
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48. Model-based reasoning: using visual tools to reveal student learning
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49. Metacognitive Load - Useful, or Extraneous Concept? Metacognitive and Self- Regulatory Demands in Computer-Based Learning
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50. Dynamic learning paths framework based on collective intelligence from learners
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51. Innovating with Concept Mapping
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52. Concept Mapping and Science Achievement of Middle Grade Students
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53. Quantifying qualitative data using cognitive maps
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54. Measuring Teachers’ Learning from a Problem-Based Learning Approach to Professional Development in Science Education
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55. Frameworks for Sharing Teaching Practices
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56. Secondary Science Teachers’ Subject Matter Knowledge Development Across the First 5 Years
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57. Australian optometric and ophthalmologic referral pathways for people with age‐related macular degeneration, diabetic retinopathy and glaucoma
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58. Concept Maps wirkungsvoll als Strukturierungshilfen einsetzen
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59. The Effects of a Collaborative Computer-based Concept Mapping Strategy on Geographic Science Performance in Junior High School Students
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60. Representation of knowledge in digital educational environments: A systematic review of literature
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61. Concept Mapping in the Age of Deleuze: Fresh Perspectives and New Challenges
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62. A narrative-based reasoning with applications in decision support for social service organizations
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63. Exploring pedagogical content knowledge of biology graduate teaching assistants through their participation in lesson study
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64. Concept Mapping as a Teaching Tool on Critical Thinking Skills and Academic Performance of Diploma Nursing Students
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65. Leveraging a Sorting Task as a Measure of Knowledge Structure in Bilingual Settings
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66. Improving Exploratory Search Experience through Hierarchical Knowledge Graphs
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67. Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization
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68. Developing a Three-Tier Diagnostic Instrument on Chemical Equilibrium (TT-DICE)
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69. A concept mapping exploration of social workers' and mental health nurses' understanding of the role of the Approved Mental Health Professional
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70. PRESERVICE ELEMENTARY TEACHERS’ GROWTH IN KNOWLEDGE OF MODELS IN A SCIENCE CAPSTONE COURSE
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71. Science Teachers' Use of a Concept Map Marking Guide as a Formative Assessment Tool for the Concept of Energy
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72. Theory usage and theoretical trends in Europe: a survey and preliminary analysis of CERME4 research reports
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73. “But if It's in the Newspaper, Doesn't That Mean It's True?” Developing Critical Reading & Analysis Skills by Evaluating Newspaper Science with CREATE
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78. Concept Maps for Improved Science Reasoning and Writing: Complexity Isn’t Everything
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81. Computer-Assisted Concept Mapping: Visual Aids for Knowledge Construction
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82. QMaps: Engaging Students in Voluntary Question Generation and Linking
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83. An Integrated Content Modeling Approach for Educational Modules
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84. Concept maps and language: a Turkish experience
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85. What is the crisis? Defining and prioritizing the world's most pressing problems
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86. Using Concept Maps to Plan an Introductory Structural Geology Course
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89. A concept mapping-based prediction-observation-explanation approach to promoting students’ flipped learning achievements and perceptions
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90. Context matters: Secondary science teachers' integration of process‐based, unplugged computational thinking into science curriculum
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95. USING ANALOGIES TO TEACH CONCEPTUAL APPLICATIONS OF DEVELOPMENTAL THEORIES
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100. The Effects of Cooperative Learning and Concept Mapping on Learning Strategy Use.
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