Recommends the use of conceptual mapping, case studies, and springboards to discussion and inquiry as viable approaches to the study of terrorism in secondary classrooms. Provides numerous examples of conceptual maps. (JDH)

Current educational theories emphasize assessment as a vital part of teaching-learning process. Alternative assessment techniques aim to expose and promote the process of the learning rather than the final outcome. Concept mapping is a technique for representing conceptual knowledge and relationships between concepts in a graphical form. Requiring…

Four research and synthesis activities were undertaken: review of reforms in science, math, and English; survey of 12 secondary tech prep administrators; focus group of tech prep teachers; and survey of 156 tech prep stakeholders using concept mapping. Five themes for teacher education emerged: (1) teaching through application; (2)…

Discusses the use of concept maps as an instructional strategy and the construction and scoring of concept maps. Lists Internet sites for information and tools on concept mapping. (JRH)

Describes concept maps as a tool to help nursing students organize and analyze information in multiple formats. Illustrates uses by undergraduate and graduate students. (Contains 40 references.) (SK)

Concept mapping can help learners develop metacognitive skills and make educators aware of instructional principles. The Instructional Map, Experiential Learning Model, and Logic Model are useful concept mapping tools for informal adult education. (SK)

Two managers described as high performing constructed complexity maps of their organization/world. The maps suggested that high performance is socially constructed and negotiated in specific contexts and management competencies associated with it are context specific. Development of high performers thus requires personalized coaching more than…

Concept mapping for program planning involves group brainstorming of needs, individual rating of the results, and individual grouping of needs into themes. Computer sorting of the information results in a pictorial map and statistical ratings of clustered topics. (SK)

Discusses the capability of cocitation analysis to map structural aspects of subject matter specialties of scientific research in a given period. A quantitative analysis of a combination of cocitation and word analysis is described, the construction of word profiles is explained, and empirical results of two case studies are presented. (37…

Occupational stereotypes of automobile salespersons were identified through a review of media articles and cartoons and concept mapping by college students. Clothing and appearance cues and personal attributes were statistically analyzed. Content-, construct-, and criterion-related evidence supported the validity of the content of the stereotype…

Concept mapping used in a science unit of a baccalaureate nursing program helped students become independent learners and gain confidence in science knowledge; instructor time was freed to work with students with learning difficulties. Issues included balancing science content with mapping techniques and effectively assessing learning. (SK)

Examines the use of concept maps to measure tertiary science students' understanding of fundamental concepts in statistical inference. Concludes that valuable qualitative information can be gained from an investigation of student concept maps such as students' misconceptions, which cannot be obtained through traditional assessment methods.…

Finds that the construction of concept maps may help students make links between scientific concepts and related topic areas. Describes different methods of concept map analysis which illustrate different levels of conceptual development. (CCM)

Argues that in the study of bilingualism, conceptual representations should be treated as related but not equivalent to word meanings, as knowledge-based, dynamic and language- and culture-specific. (Author/VWL)

The author reacts to peer commentaries written in response to an article she published on new approaches to concepts in bilingual memory. Clarifies that the focus of her main argument is not the merits of distinguishing between the conceptual and semantic levels of representation in bilingualism. (Author/VWL)