The Concept Map as an Aid to Instruction in Science and Mathematics

Malone, John; Dekkers, John

doi:10.1111/j.1949-8594.1984.tb09543.x

Cited by 55 publications

(23 citation statements)

References 4 publications

(2 reference statements)

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“…Research indicates that concept mapping is an effective learning strategy that precipitates meaningful learning (Williams, 1997;Stewart, Van Kirk, & Rowell, 1979;Moreira, 1979;Novak, 1979;Novak, Go win, & Johansen, 1983;Malone & Dekkers, 1984;Ault, 1985;Fraser & Edwards, 1987;Feldsine, 1987;Barenholz & Tamir, 1987).…”

Section: The Influence Of Concept Mapping On Achievement Self Regulamentioning

confidence: 99%

“…Heinze-Fry and Novak (1990) Concept maps have been used successfully in many different disciplines, and with students from elementary school to graduate school (Heinze-Fry & Novak, 1990;Novak, Gowin, & Johansen, 1983;Starr & Krajcik, 1990;Willerman & Mac Harg, 1991;Beyerbach & Smith, 1990;Okebukola, Alaiyemola & Jegede, 1990;Okebukola, 1990;Okebukola & Jegede, 1989;Pankratius, 1990;Wallace & Mintzes, 1990). They can also be used with students who differ in intellectual ability (Malone & Dekkers, 1984).…”

Section: The Influence Of Concept Mapping On Achievement Self Regulamentioning

confidence: 99%

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The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language

Chularut

DeBacker

2004

Contemporary Educational Psychology

174

112

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This manuscript has been reproduced from the microfilm m aster. UMI films the text directly from the original or copy submitted. Thus, som e thesis and dissertation copies are in typewriter face, while others may be from any type of com puter printer.The quality of th is reproduction is dependent upon th e quality of th e c o p y subm itted. Broken or indistinct print colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignm ent can adversely affect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion.Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.

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Section: The Influence Of Concept Mapping On Achievement Self Regulamentioning

confidence: 99%

Section: The Influence Of Concept Mapping On Achievement Self Regulamentioning

confidence: 99%

The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language

Chularut

DeBacker

2004

Contemporary Educational Psychology

174

112

View full text Add to dashboard Cite

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“…Concept maps were used in teaching earth science (Ault, 1985), mathematics (Malone & Dekker, 1984), physics (Moriera, 1978;Watts, 1988;Pearson & Hughes, 1986a,b), statistics (Rogan, 1988), and biology (Novak, 1979;Stewart et al, 1979;Novak & Symington, 1982;Gurley, 1982;Novak et al, 1983;Arnaudin et al, 1984;Barenholz & Tamir, 1987;Staver & Bay, 1989). Research on students' attitudes towards CM showed differences among different learners, concerning their emotions and their thoughts about concept mapping and their contribution to learning (Arnaudin et al 1984).…”

Section: Literature Reviewmentioning

confidence: 99%

A Comprehensive Use of Concept Mapping in Design Instruction and Assessment

Barenholz

Tamir

1992

Research in Science & Technological Education

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“…It facilitates the creation of shared understanding and reduces the miscommunication between individuals (Freeman, 2004). The technique allows individuals to convey the meaning to others in a visual format and concept maps foster a joint understanding between two individuals viewing the same map (Malone & Dekkers, 1984;Hoover & Rabideau, 1995;Novak, 1998). Other studies on the subject mentioned include Howard (1989), Bergess et al (1992), Cannon-Bowers et al (1993), Hinsz (1995), Rowe & Cooke(1995), Glynn (1997), Kraiger & Wenzel (1997), Freeman (2004.…”

Section: Cognitive Mapsmentioning

confidence: 99%

Creative Thinking and Modelling for the Decision Support in Water Management

Lasut

2005

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in Creative Thinking and Modelling for the Decision Support in Water Management SummaryThis paper reviews the state of art in knowledge and preferences elicitation techniques. The purpose of the study was to evaluate various cognitive mapping techniques in order to conclude with the identification of the optimal technique for the NetSyMod methodology. Network Analysis -Creative System Modelling (NetSyMod) methodology has been designed for the improvement of decision support systems (DSS) with respect to the environmental problems. In the paper the difference is made between experts and stakeholders knowledge and preference elicitation methods. The suggested technique is very similar to the Nominal Group Techniques (NGT) with the external representation of the analysed problem by means of the Hodgson Hexagons. The evolving methodology is undergoing tests within several EU-funded projects such as: ITAES, IISIM, NostrumDSS.

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The Concept Map as an Aid to Instruction in Science and Mathematics

Cited by 55 publications

References 4 publications

The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language

The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language

A Comprehensive Use of Concept Mapping in Design Instruction and Assessment

Creative Thinking and Modelling for the Decision Support in Water Management

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