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Self-Regulated Learning Study Strategies and Academic Performance in Undergraduate Organic Chemistry: An Investigation Examining Ethnically Diverse Students
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Lopez, Enrique J.; Nandagopal, Kiruthiga; Shavelson, Richard J.; Szu, Evan; Penn, John – Journal of Research in Science Teaching, 2013
This study sought to identify ethnically diverse students' study strategies in organic chemistry and their relationships to course outcomes. Study diaries, concept maps, and problem sets were used to assess study outcomes. Findings show that students engage in four commonly used reviewing-type strategies, regardless of ethnic group affiliation.…
Descriptors: Independent Study, Organic Chemistry, Science Instruction, Diaries
Comparison of the Reliability and Validity of Scores from Two Concept-Mapping Techniques.
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Ruiz-Primo, Maria Araceli; Schultz, Susan E.; Li, Min; Shavelson, Richard J. – Journal of Research in Science Teaching, 2001
Reports the results of a study that compared two concept-mapping techniques, one high-directed, "fill-in-the-map" and one low-directed, "construct-a-map-from-scratch". Examines whether: (1) skeleton map scores were sensitive to the sample; (2) the two types of skeleton maps were equivalent; and (3) the two mapping techniques provided similar…
Descriptors: Chemistry, Cognitive Ability, Concept Mapping, High Schools
Concept Mapping for the Development of Medical Curricula.
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Edmondson, Katherine M. – Journal of Research in Science Teaching, 1995
Presents concept mapping as an effective tool for developing an integrated curriculum. Includes examples of concept maps that represent an entire veterinary curriculum, specific courses, and case-based exercises. (21 references) (Author/JRH)
Descriptors: Concept Mapping, Curriculum Development, Higher Education, Interdisciplinary Approach
Building an Organized Knowledge Base: Concept Mapping and Achievement in Secondary School Physics.
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Pankratius, William J. – Journal of Research in Science Teaching, 1990
Investigated was the effect of concept mapping on science achievement. It was concluded that mapping concepts prior to, during, and subsequent to instruction led to greater achievement. (CW)
Descriptors: Academic Achievement, Advance Organizers, Cognitive Structures, Concept Mapping