Approaches to cell biology teaching: Mapping the journey - Concept maps assignposts of developing knowledge structures

Cell Biology Education

Volumn 2, Issue 3, 2003, Pages 133-136

  Allen, Deborah ^a   Tanner, Kimberly ^b  

^a UNIVERSITY OF DELAWARE   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ASSOCIATION; CONCEPT FORMATION; CYTOLOGY; LEARNING; REVIEW; TEACHING;

BIOLOGY; CELLS; HUMANS; PROBLEM-BASED LEARNING; PSYCHOLOGY, EDUCATIONAL; STUDENTS; TEACHING;

EID: 3042772747     PISSN: 15367509     EISSN: None     Source Type: Journal    
DOI: 10.1187/cbe.03-07-0033     Document Type: Review

References (12)

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2. Angelo, T.A., and Cross, K.P. (1993). Classroom assessment technique 16-Concept maps. In: Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass.
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9. Savery, J.R., and Duffy, T.M. (1995). Problem-based learning: An instructional model and its constructivist framework. Educ. Technol. 35, 135-150.
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11. Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
12. Zelig, M. (no date). Classroom assessment techniques: Concept mapping. Field tested learning assessment guide. Available at http://www.flaguide.org/ cat/minutepapers/conmap1.htm.