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Peer reviewedRegis, Alberto; Albertazzi, Pier Giorgio – Journal of Chemical Education, 1996
Describes the use of concept maps as a metacognitive tool to help chemistry teachers and learners improve teaching and learning. Concept maps were used in response to changes in the conceptions of the nature of scientific knowledge and in how learning occurs. Concept maps are valuable in documenting and exploring the restructuring of conceptual…
Descriptors: Chemistry, Cognitive Structures, Concept Mapping, Constructivism (Learning)
