Concept mapping, a technique based on David Ausubel's theory of meaningful learning, involves the organization of concepts into an hierarchical arrangement. Suggestions for incorporating this learning strategy into the biology classroom are presented and discussed. Steps in concept mapping include: (1) identifying important concepts in the study…

Examines the potential of concept mapping as a learning strategy to be used with children in kindergarten through fifth grade. Concept mapping was found to increase children's ability to organize and represent their thoughts. Teaching strategies are suggested. (BB)

Integrates concept mapping into the chemistry laboratory and requires students to construct a concept map for each experiment. Reports a decrease in student questions concerning set up and procedure. Recommends using computer software such as Chem Sketch 5.0 which is free and available from the Internet. (Contains 15 references.) (YDS)

Points out difficult issues for program evaluation when information and computer technology (ICT) is a component of major school reform. Describes two basic procedures to assist program developers and evaluators in gaining control of such complex interventions in education. (Author/YDS)

This study examined the use of story-mapping to improve the reading comprehension of six third- and fourth-grade students with specific learning disabilities who exhibited reading deficits. Also of interest was whether the effects would maintain once the intervention was discontinued. Using a descriptive, three-phased, single-subject design, the…

As educators struggle to find ways to engage students in literacy development and content area exploration, performance literacy is emerging as an important pedagogical tool. This article defines performance literacy as the process of teaching students to write and perform stories. The author lists the five major components in the development of…

This paper reports on a paper and pencil concept-sorting strategy that enables trainee teachers to restructure their knowledge in any one domain of science. It is used as a self-study tool, mainly to enable them to break down and understand the progression of concepts beyond the level at which they have to teach. The strategy involves listing key…

Concept mapping activities were trialed over a 2 year period as part of an undergraduate microbiology course. This paper describes this developmental process and offers insight into the most beneficial ways of employing this tool in a higher education setting. The aim was to investigate the use of mapping activities to improve students'…

As faculty, our goals for students are often tacit, hidden not only from students but from ourselves as well. We present a conceptual framework for considering teaching goals--what we want our students to achieve--that encourages us to think more broadly about what we mean by achieving in our knowledge domains. This framework includes declarative…

This article is about an investigation of six middle school science teachers' beliefs and instructional practice about the coherence of the science they teach as articulated by National Science Education Standards (NRC, 1996). Many well intentioned reform efforts focus on improving content knowledge of teachers, but many classroom teachers…

Although researchers in higher education propose alternatives to traditional approaches to assessment, traditional methods are commonly used in college or university science courses. The purpose of this study was to explore the feasibility and validity of Prospective Science Teachers' (PSTs) concept maps as authentic assessment tools in a…

Describes Subject-Attitude-Development (SAD) mapping, a technique for helping developmental reading students focus on information relevant to an author's thesis and recognize relationships between the thesis, main ideas, and supporting details. Discusses strategies for implementing SAD maps and student reactions to the technique. Includes sample…

Describes how to teach students to plan and write reports using software designed to facilitate information organization. Creating outlines and concept maps is discussed, examples are provided that use "Inspiration" software, and a list of software titles for outliners and concept mappers is provided. (Contains two references.) (LRW)

Considers the ways that conceptual mapping as a classroom technique can help students reflect critically on complex conceptual relationships. Shows how teachers can use conceptual mapping in the classroom. (HB)

One requirement of reflective conceptual change by teachers is the need to map classroom situations onto situations that are subjected to educational research. A classification of instructional-learning episodes is presented as an instrument to facilitate this mapping. Using the instrument in teacher training and educational research is discussed.…