This information sheet examines three areas: (1) what research tells about problem-solving in chemistry; (2) why students have such difficulty in solving chemistry problems; and (3) if there are some ways of teaching students to solve problems that are more effective than others. From several research studies on problem-solving in chemistry, it is…

Shows how "concept of definition" (CD) instruction (instruction which organizes conceptual information into categories, properties, and illustrations) can be applied to content area reading. Presents several lessons and activities which develop strategies for combining new text information with prior knowledge and for self-monitoring…

A general model for conceptualization methods is presented along with considerations for implementation. The model is illustrated in two planning and evaluation studies which involved a broad range of constituent groups within the organizations in the development of "concept maps." General implications of conceptualization methods are…

Discusses seven key concepts in Ausubel's learning theory which function to guide research and teaching. Also discusses concept mapping and Gowins Vee, providing examples of how they are used in chemistry instruction. (JN)

This paper presents preliminary hypotheses about a common core of faculty beliefs about how their students learn to solve problems in their introductory courses. Using a process of structured interviews and a concept map based analysis, we find that faculty appear to believe that students learn problem solving primarily through a process of…

This issue of "ENC Focus" focuses on teaching in the standards-based classroom. Contents include: (1) "Creating Ideals and Making Them Real" (Annette Thorson); (2) "ENC Partners: Eisenhower National Clearinghouse Sites" (Juyong Pae); (3) "Innovators' Forum"; (4) "Using the Internet: Connecting Students…

Transfer of training in the construction and use of knowledge maps to text comprehension was investigated. Knowledge maps (k-maps) are spatial/verbal arrays that represent information in the form of node-link diagrams. K-maps make the macrostructure of a body of information more easily available to the learner. Because k-maps emphasize…

Compares revisions of the same chapter from a computer manual, one revision by a group using conventional revision techniques and another revision by a group using concept mapping. Finds that revision time was not significantly different between groups, nor were an editor's ratings, but that readers' comprehension was significantly higher with the…

Proposes a Web-based collaborative inquiry learning system and describes a study of undergraduates at the National Taiwan Normal University based on a model system that investigated students' learning processes. Discusses the use of concept maps to anchor and represent knowledge during the inquiry process. (Author/LRW)

Discusses how semantic mapping can be used in educating students who are deaf or hard of hearing by making important concepts visual and by helping students find connections among ideas and subject areas. Examples are given of how semantic mapping can be used to teach science and mathematics. (CR)

A study examined the effect of using graphic organizers (GOs) with 24 middle school students with learning disabilities to convey and cue relational knowledge. On written essays that required application, the GOs group provided significantly more relational knowledge statements than students in the group without GOs. (Contains references.)…

This study examined some of the affective outcomes for teacher educators and student teachers resulting from the use of semantic webbing/mapping as a strategy for facilitating reflective and critical thinking skills in a kindergarten teacher education program in Hong Kong. Interviews of a random sample of participants and an analysis of their…

Evaluated a course in pediatric surgery for nurses to determine the integration of the contents of several previously taught courses. Learning outcomes for 19 students were characterized on 16 cognitive structure measures by a concept mapping task and link strength matrices. Discusses the failure of the course to meet its major objectives and aims…

Describes a method of generating a flow chart which indicates the multiple cause and effect relationships in literature and content area texts. Argues that this teaching strategy aids in the comprehension of difficult text. (RS)

Reports the results of a study conducted at the University of York (England) that was designed to test the effectiveness of a concept mapping tool in aiding student learning from a hypertext-based computer-assisted instruction system. Effects on learning are compared with standard notetaking through results of a posttest. (Contains 17 references.)…