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Showing papers on "Concept map published in 1982"


Journal ArticleDOI
TL;DR: The procedure for constructing concept maps is more comprehensive and facilitates student use better than previous procedures and the procedure for evaluating concept maps has been refined to the point whereby the classroom teacher can readily apply it as part of his/her teaching strategy.
Abstract: The procedures devised for mapping and evaluating maps has been applied to a number of different topic areas both for senior chemistry and for junior science. We believe that this procedure for constructing concept maps is more comprehensive and facilitates student use better than previous procedures. The procedure for evaluating concept maps has also been refined to the point whereby the classroom teacher can readily apply it as part of his/her teaching strategy. The research for this paper further supports concept mapping both as an instructional and evaluative tool.

28 citations


01 Jan 1982
TL;DR: In this article, a study focused on the use of concept maps (diagrams that portray relationships among concepts in agiven area of study) to help students identify logical relationships between a new concept and concepts already known.
Abstract: ABSTRACT Based upon Ausubel's theory of meaningful learning, this study focused on the use of concept maps (diagrams that portray relationships among concepts in agiven area of study) to help students identify logical relationships between a new concept and concepts already known. Relationships of a learner's prior knowledge and cognitive development to (1) the ability to construct concept maps and (2) the knowledge of environmental concepts as a result of using self-constructed concept maps were investigated. A secondary purpose was to compare three versions of concept mapping. Students (N=114) taking an introductory natural resources course at The Ohio State University were divided into high and low prior knowledge groups based upon pretest results. Within each group, learners were randomly assigned to one of three concept mapping groups: (1) hierarchical-propositional; (2) hierarchical; and (3) propositional. Each student constructed three assigned maps of environmental concepts during the course and completed a posttest on these concepts and an attitude instrument at the end of the course. Findings indicate that prior knowledge, cognitive development, and reasoning ability showed little relationship to students' concept mapping performance. For two groups, prior knowledge explained more variability in posttest scores than did cognitive development. (Author/DC)

13 citations


Journal ArticleDOI
29 Apr 1982
TL;DR: In this paper, the authors present a method for the preparation of hierarchical "concept maps" starting from their own level of knowledge, which they call subject matter analysis (PSA).
Abstract: Boschhuizen, R., “The preparation of hierarchical ‘concept maps’,” Revue ATEE Journal 4 (1982) 199‐218. In recent years much attention has been devoted to the structure of conceptual contents. A concrete aid to acquire a “content structure” according to Ausubel is the hierarchical “concept map”. Such “concepts maps” are rendered by several authors, but they do not explain adequately how they can be prepared. At the Free University in Amsterdam a method has been developed — the method of subject‐matter analysis — which, it is hoped, will aid (future) teachers in preparing such concept‐maps, starting from their own level of knowledge. In this article this method will be submitted for discussion and eventually for practical use.

2 citations