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The effect of concept mapping on attitude and achievement in a physics course
16 references·0 citing·37 second hop
The effect of concept mapping on attitude and achievement in a physics course (2010)The effect of concept mapping on attitude…Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement Tests (2008)Analysing Concept Maps as an …Concept Mapping for Planning and Evaluation (2007)Concept Mapping for Planning …Concept mapping in problem based learning: a cautionary tale (2006)Concept mapping in problem ba…Mapping Biology Knowledge (2002)Mapping Biology KnowledgeToward a design theory of problem solving (2000)Toward a design theory of pro…How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development (2000)How a qualitative approach to…Improving Teaching and Learning through Chemistry Education Research: A Look to the Future (1999)Improving Teaching and Learni…Using concept maps to assess student learning in the science classroom: Must different methods compete? (1998)Using concept maps to assess …Usefulness of concept maps in college chemistry laboratories: Students' perceptions and effects on achievement (1998)Usefulness of concept maps in…Problems and issues in the use of concept maps in science assessment (1996)Problems and issues in the us…An investigation of the effectiveness of concept mapping as an instructional tool (1993)An investigation of the effec…The concept map as an advance organizer (1991)The concept map as an advance…Using a computerized concept mapping program to assess preservice teachers' thinking about effective teaching (1990)Using a computerized concept …Concept mapping, vee mapping, and achievement: Results of a field study with black high school students (1985)Concept mapping, vee mapping,…Learning How to Learn (1984)Learning How to LearnEducational Psychology: A Cognitive View (1968)Educational Psychology: A Cog…Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain (1956)The use of concept mapping and knowledge vee mapping with junior high school science students (1983)Improving the Productivity of America's Schools. (1984)Learning With Concept and Knowledge Maps: A Meta-Analysis (2006)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Mental Models (1983)Culture, Communication, and Cognition: Vygotskian Perspectives. (1987)Facilitating Management Learning (2007)Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. (2007)Predicting social media performance metrics and evaluation of the impact on brand building: A data mining approach (2016)Educational Research: An Introduction (1965)Content Analysis: An Introduction to its Methodology. (1984)The Logic of Collective Action (1965)The Framing of Decisions and the Psychology of Choice (1981)Cognitive Load During Problem Solving: Effects on Learning (1988)A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels (2009)Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice (2010)Visitors and Residents: A new typology for online engagement (2011)Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. (1995)On the Validity of Cognitive Interpretations of Scores From Alternative Concept-Mapping Techniques (2001)Assessing science understanding through concept maps (2005)Technology-Mediated Writing Assessments: Principles and Processes (2011)Essentials of Psychological Testing (1960)Book Review: Protocol Analysis: Verbal Reports as Data (1986)Development of system thinking skills in the context of earth system education (2005)Conceptualizing a Model (2012)The development of preservice chemistry teachers' pedagogical content knowledge (2002)Visualization: A Metacognitive Skill in Science and Science Education (2005)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)Motivation and Motivating in the Foreign Language Classroom (1994)Teaching For Quality Learning At University (1999)The Theory and Practice of Online Learning (2008)Dual coding theory and education (1991)Designing a Qualitative Study (2009)Conflict in Small Groups: The Meaning and Consequences of Process Conflict (2010)Quality and rigor of the concept mapping methodology: A pooled study analysis (2011)The Fun Integration Theory: Toward Sustaining Children and Adolescents Sport Participation (2014)
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References

  • 1968Educational Psychology: A Cognitive View5,220 cited
  • 1984Learning How to Learn5,192 cited
  • 2000Toward a design theory of problem solving2,169 cited
  • 2007Concept Mapping for Planning and Evaluation1,191 cited
  • 1996Problems and issues in the use of concept maps in science assessment707 cited
  • 2000How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development644 cited
  • 1999Improving Teaching and Learning through Chemistry Education Research: A Look to the Future564 cited
  • 1993An investigation of the effectiveness of concept mapping as an instructional tool344 cited
  • 1991The concept map as an advance organizer179 cited
  • 1998Using concept maps to assess student learning in the science classroom: Must different methods compete?172 cited
  • 1998Usefulness of concept maps in college chemistry laboratories: Students' perceptions and effects on achievement135 cited
  • 2002Mapping Biology Knowledge102 cited
  • 1990Using a computerized concept mapping program to assess preservice teachers' thinking about effective teaching89 cited
  • 2006Concept mapping in problem based learning: a cautionary tale86 cited
  • 1985Concept mapping, vee mapping, and achievement: Results of a field study with black high school students

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82 cited
  • 2008Analysing Concept Maps as an Assessment Tool in Teaching Physics and Comparison with the Achievement Tests80 cited
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