Concept maps as versatile tools to integrate complex ideas: From Kindergarten to higher and professional education

Knowledge Management and E-Learning

Volumn 7, Issue 1, 2015, Pages 73-99

  Schwendimann, Beat A ^a  

^a EPFL   (Switzerland)

Author keywords

Assessment tool; Collaborative tool; Concept map; Higher education; K12 education; Learning tool; Lifelong learning; Metacognitive tool; STEM

Indexed keywords

EID: 84927152528     PISSN: 20737904     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (225)

1. Acton, W. H., Johnson, P. J., & Goldsmith, T. E. (1994). Structural knowledge assessment: Comparison of referent structures. Journal of Educational Psychology, 86(2), 303-311.
2. Adamczyk, A., & Willson, M. (1996). Using concept maps with trainee physics teachers. Physics Education, 31(6), 374-381.
3. Ainsworth, S. (1999). A functional taxonomy of multiple representations. Computers & Education, 33(2/3), 131-152.
4. Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183-198.
5. Anderson, D., Lucas, K. B., & Ginns, I. S. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 84, 658-679.
6. Anderson, R. C. (1984). Some reflections on the acquisition of knowledge. Educational Researcher, 13(9), 5-10.
7. Atay, S., & Karabacak. (2012). Care plans using concept maps and their effects on the critical thinking dispositions of nursing students. International Journal of Nursing Practice, 18(3), 233-239.
8. Ault, C. R. (1985). Concept mapping as a study strategy in earth science. Journal of College Science Teaching, 15, 38-44.
9. Aydin, S., Aydemir, N., Boz, Y., Cetin-Dindar, A., & Bektas, O. (2009). The contribution of constructivist instruction accompanied by concept mapping in enhancing preservice chemistry teachers' conceptual understanding of chemistry in the laboratory course. Journal of Science Education and Technology, 18, 518-534.
10. Banet, E., & Ayuso, G. E. (2003). Teaching of biological inheritance and evolution of living beings in secondary school. International Journal of Science Education, 25(3), 373-407.
11. Barnett, R. (2000). Realizing the university in an age of supercomplexity. Buckingham; Philadelphia, PA: Society for Research into Higher Education & Open University Press.
12. Bascones, J., Venezuela, & Novak, J. D. (1985). Alternative instructional systems and the development of problem-solving skills in physics. European Journal of Science Education, 7(3), 253-261.
13. Berland, L. K., & Reiser, B. J. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26-55.
14. Birbili, M. (2006). Mapping knowledge: Concept maps in early childhood education. Early Childhood Research and Practice, 8 (2).
15. Bjork, R. A., & Linn, M. C. (2006). The science of learning and the learning of science - Introducing desirable difficulties. APS Observer, 19 (3).
16. BouJaoude, S., & Attieh, M. (2008). The effect of using concept maps as study tools on achievement in chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 233-246.
17. Brandt, L., Elen, J., Hellemans, J., Heerman, L., Couwenberg, I., Volckaert, L., & Morisse, H. (2001). The impact of concept mapping and visualization on the learning of secondary school chemistry students. International Journal of Science Education, 23(12), 1303-1313.
18. Bransford, J., Brown, A. L., & Crocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, D. C: National Academy Press.
19. Brody, M. J. (1993). Student misconceptions of ecology: Identification, analysis and instructional design. In J. D. Novak (Ed.), Proceedings of the third international seminar on misconceptions and educational strategies in science and mathematics. Ithaca, New York: Cornell University.
20. Brown, A. L., & Campione, J. C. (1996). Psychological learning theory and the design of innovative environments: On procedures, principles and systems. In L. Shauble & R. Glaser (Eds.), Contributions of instructional innovation to understanding learning. Hillsdale, NJ: Lawrence Erlbaum Associates.
21. Brown, D. S. (2003). High school biology: A group approach to concept mapping. American Biology Teacher, 65(3), 192-197.
22. Bruechner, K., & Schanze, S. (2004). Using concept maps for individual knowledge externalization in medical education. In Proceedings of First international conference on concept mapping. Pamplona, Spain.
23. Bruner, J. S. (1960). The process of education. New York: Vantage.
24. Buntting, C., Coll, R. K., & Campell, A. (2006). Student views of concept mapping use in introductory tertiary biology classes. International Journal of Science and Mathematics Education, 4(4), 641-668.
25. Byrne, J., & Grace, M. (2010). Using a concept mapping tool with a photograph association technique (compat) to elicit children's ideas about microbial activity. International Journal of Science Education, 32(4), 479-500.
26. Cakir, M., & Crawford, B. (2001). Prospective biology teachers' understanding of genetics concepts. Paper presented at the Annual Meeting of the Association for the Education of Teachers in Science. Costa Mesa, CA.
27. Cañas, A. J. (2004). CmapTools - Knowledge modeling kit [Computer Software]. Institute for Human and Machine Cognition (IHMC).
28. Cañas, A. J., Coffey, J. W., Carnot, M. J., Feltovich, P. J., Hoffman, R. R., Feltovich, J., & Novak, J. D. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support. Retrieved from Http://www.ihmc.us/users/aCañas/Publications/ConceptMapLitReview
29. Cañas, A. J., Novak, J. D., & Reiska, P. (2012). Freedom vs. Restriction of content and structure during concept mapping-possibilities and limitations for construction and assessment. In Proceedings of the fifth international conference on concept mapping (pp. 247-257).
30. Cañas, A. J., Suri, N., Sánchez, C., Gallo, J., & Brenes, S. (2003). Synchronous collaboration in CmapTools. Institute for Human and Machine Cognition (IHMC).
31. Carey, S., & Spelke, E. (1994). Domain-specific knowledge and conceptual change. In L. A. Hirschfeld & S. A. Gelman (Eds.), Mapping the mind: Domain specificity in cognition and culture (pp. 169-200). New York, NY: Cambridge University Press.
32. Cathcart, L., Stieff, M., Marbach-Ad, G., Smith, A., & Frauwirth, K. (2010). Using knowledge space theory to analyze concept maps. In Proceedings of the 9th International Conference of the Learning Sciences (Vol. 1, pp. 952-959).
33. Chang, S.-N. (2007). Externalising students' mental models through concept maps. Journal of Biological Education, 41(3), 107-112.
34. Chang, K. E., Chiao, B. C., Chen, S. W., & Hsiao, R. S. (2000). A programming learning system for beginners-A completion strategy approach. IEEE Transactions on Education, 43(2), 211-220.
35. Chang, K. E., Sung, Y. T., & Chen, S. F. (2001). Learning through computer-based concept mapping with scaffolding aid. Journal of Computer Assisted Learning, 17(1), 21-33.
36. Chen, S.-L., Liang, T., Lee, M.-L., & Liao, I.-C. (2011). Effects of concept map teaching on students' critical thinking and approach to learning and studying. The Journal of Nursing Education, 50(8), 466-469.
37. Chi, M. T. H. (2000). Self-explaining: The dual processes of generating inference and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology: Educational design and cognitive science (vol. 5, pp. 161-238). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
38. Chi, M. T. H., Feltovich, P., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-151.
39. Chi, M. T. H., Glaser, R., & Farr, M. J. (1985). The nature of expertise. National Center for Research in Vocational Education, The Ohio State University.
40. Chinn, C. A., & Brewer, W. F. (2001). Models of data: A theory of how people evaluate data. Cognition and Instruction, 19(3), 323-393.
41. Chiu, J. L. (2008). Examining the role of self-monitoring and explanation prompts on students' interactions with dynamic molecular visualizations. Poster presented at the 8th International Conference of the Learning Sciences, International Perspectives in the Learning Sciences: Creating a Learning World, Utrecht, The Netherlands.
42. Chiu, J. L. (2009). The impact of feedback on student learning and monitoring with dynamic visualizations. Paper to be presented at the Annual meeting of the American Education Research Association, San Diego, CA.
43. Cicognani, A. (2000). Concept mapping as a collaborative tool for enhancing online learning. Educational Technology & Society, 3(3), 150-158.
44. Clark, D. B. (2000). Evaluating media-enhancement and source authority on the Internet: The knowledge integration environment. International Journal of Science Education, 22(8), 859-872.
45. Clark, D. B., & Sampson, V. (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293-321.
46. Cliburn Jr, J. W. (1990). Concept maps to promote meaningful learning. Journal of College Science Teaching, 19(4), 212-217.
47. Coleman, E. B. (1998). Using explanatory knowledge during collaborative problem solving in science. The Journal of the Learning Sciences, 7(3/4), 387-427.
48. Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11, 38-46.
49. Crank, J. N., & Bulgren, J. A. (1993). Visual depictions as information organizers for enhancing achievement of students with learning disabilities. Learning Disabilities Research and Practice, 8(3), 140-147.
50. Cuthbert, A., & Slotta, J. (2004). Fostering lifelong learning skills on the World Wide Web: Critiquing, questioning and searching for evidence. International Journal of Science Education, 27(7), 821-844.
51. Daley, B. J., & Torre, D. M. (2010). Concept maps in medical education: An analytical literature review. Medical Education, 44(5), 440-448.
52. Davis, E. A. (2000). Scaffolding students' knowledge integration: Prompts for reflection in KIE. International Journal of Science Education, 22(8), 819-837.
53. Davis, E. A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. The Journal of the Learning Sciences, 12(1), 91-142.
54. Davis, E. A. (2004). Knowledge integration in science teaching: Analysing teachers' knowledge development. Research in Science Education, 34(1), 21-53.
55. Davis, E. A., & Kirkpatrick, D. (2002). It's all the news: Critiquing evidence and claims. Science Scope, 25(5), 32-37.
56. Demastes, S. S., Good, R. G., & Peebles, P. (1995). Students' conceptual ecologies and the process of conceptual change in evolution. Science Education, 79(6), 637-666.
57. De Meo, S. (2007). Constructing a graphic organizer in the classroom: Introductory students' perception of achievement using a decision map to solve aqueous acid-base equilibria problems. Journal of Chemical Education, 84(3), 540-546.
58. di Sessa, A. A. (2002). Students' criteria for representational adequacy. In K. Gravemeijer, R. Lehrer, B. Van Oers, & L. Verschaffel (Eds.), Synbolizing, modeling, and tool use in mathematics education (pp. 105-129). Boston: Kluwer Academic Publishers.
59. di Sessa, A. (2004). Metarepresentation: Native competence and targets for instruction. Cognition and Instruction, 22, 293-331.
60. di Sessa, A. A. (2008). A bird's eye view of the "pieces" vs. "Coherence" controversy. In S. Vosniadou (Ed.), International handbook of research on conceptual change. Mahwah, NJ: Lawrence Erlbaum Associates.
61. di Sessa, A. A., & Sherin, B. L. (1998). What changes in conceptual change? International Journal of Science Education, 20(10), 1155-1191.
62. Duncan, R. G., & Reiser, B. J. (2005). Designing for complex system understanding in the high school biology classroom. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching.
63. Edmondson, K. M. (1993). Concept mapping for meaningful learning in veterinary education. In J. D. Novak (Ed.), Proceedings of the third international seminar on misconceptions and educational strategies in science and mathematics. Ithaca, New York: Cornell University.
64. Edmondson, K. M. (1995). Concept mapping for the development of medical curricula. Journal of Research in Science Teaching, 32(7), 777-793.
65. Edmondson, K. M. (2000). Assessing science understanding through concept maps. In J. J. Mintzes, J. H. Wandersee, & J. D. Novak (Eds.), Assessing science understanding: A human constructivist view. Educational psychology press (pp. 15-40). Elsevier Academic Press.
66. Englebrecht, A. C., Mintzes, J. J., Brown, L. M., & Kelso, P. R. (2005). Probing understanding in physical geology using concept maps and clinical interviews. Journal of Geoscience Education, 53(3), 263-270.
67. Enyedy, N. (2005). Inventing mapping: Creating cultural forms to solve collective problems. Cognition and Instruction, 23(4), 427-466.
68. Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287-322.
69. Farrokh, K., & Krause, G. (1996). The relationship of concept-mapping and course grade in cell biology. In Meaningful learning forum (Vol. 1).
70. Fisher, K. M., Wandersee, J. H. M., & Moody, D. E. (2000). Mapping biology knowledge. Dordrecht, The Netherlands: Kluwer Academic Publishers.
71. Ford, M. J. (2008). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92(3), 404-423.
72. Gaines, B. R., & Shaw, M. L. G. (1995). Collaboration through concept maps. In Proceedings of The first international conference on Computer support for collaborative learning (pp. 1-4).
73. Gallenstein, N. L. (2005). Never too young for a concept map. Science and Children, 43(1), 44-47.
74. Gerdeman, J. L., Lux, K., & Jacko, J. (2013). Using concept mapping to build clinical judgment skills. Nurse Education in Practice, 13(1), 11-17.
75. Gerstner, S., & Bogner, F. X. (2009). Concept map structure, gender and teaching methods: An investigation of students' science learning. Educational Research, 51(4), 425-438.
76. González, F. M. (1997). Diagnosis of spanish primary school students' common alternative science conceptions. School Science and Mathematics, 97(2), 68-74.
77. Grosslight, L., Unger, C., Jay, E., & Smith, C. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching (Special Issue: Students' Models and Epistemologies of Science), 28(9), 799-822.
78. Guastello, E. F., Beasley, T. M., & Sinatra, R. C. (2000). Concept mapping effects on science content comprehension of low-achieving inner-city seventh graders. Remedial and Special Education, 21(6), 356-364.
79. Guindon, R. (1990). Designing the design process: Exploiting opportunistic thoughts. Human Computer Interaction, 5(2), 305-344.
80. Hay, D. B. (2007). Using concept maps to measure deep, surface and non-learning outcomes. Studies in Higher Education, 32(1), 39-57.
81. Hay, D. B. (2008). Developing dialogical concept mapping as an e-learning technology. British Journal of Educational Technology, 39, 1057-1060.
82. Heinze-Fry, J. A. (1998). Concept mapping: Weaving conceptual connections. In R. Abrams (Ed.), Weaving connections: Cultures and environments-selected papers from the 26th annual North American association of environmental education conference (NAAEE). Troy, OH.
83. Heinze-Fry, J. A., & Novak, J. D. (1990). Concept mapping brings long-term movement toward meaningful learning. Science Education, 74(4), 461-472.
84. Hmelo-Silver, C. E., Marathe, S., & Liu, L. (2007). Fish swim, rocks sit, and lungs breathe: Expert-novice understanding of complex systems. The Journal of the Learning Sciences, 16(3), 307-331.
85. Hoadley, C., & Kirby, J. (2004). Socially relevant representations in interfaces for learning. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, & F. Herrera (Eds.), Embracing diversity in the learning sciences - Proceedings of the sixth international conference of the learning sciences (pp. 262-269). Mahwah, NJ: Lawrence Erlbaum Associates.
86. Hook, P. A., & Boerner, K. (2005). Educational knowledge domain visualizations: Tools to navigate, understand, and internalize the structure of scholarly knowledge and expertise. In New directions in cognitive information retrieval (vol. 9, pp. 187-208). Springer.
87. Horton, P. B., McConney, A. A., Gallo, M., Woods, A. L., Senn, G. J., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77(1), 95-111.
88. Hoz, R., Tomer, Y., Bowman, D., & Chayoth, R. (1987). The use of concept mapping to diagnose misconceptions in biology and earth sciences. In J. D. Novak (Ed.), Proceedings of the 2. Int. Seminar misconceptions and educational strategies in science and mathematics (vol. I, pp. 245-256). Ithaca: Cornell University.
89. Hsu, Y. S. (2008). Learning about seasons in a technologically enhanced environment: The impact of teacher-guided and student-centered instructional approaches on the process of students' conceptual change. Science Education, 92(2), 320-344.
90. Hsu, Y S., Wu, H., & Hwang, F. (2008). Fostering high school students' conceptual understandings about seasons: The design of a technology-enhanced learning environment. Research in Science Education, 38(2), 127-147.
91. Hyerle, D. (1996). Visual tools for constructing knowledge. Association for Supervision and Curriculum Development, Alexandria, VA.
92. Irvine, L. (1995). Can concept mapping be used to promote meaningful learning in nurse education? Journal of Advanced Nursing, 21(6), 1175-1179.
93. Kaya, O. N. (2008). A student-centred approach: Assessing the changes in prospective science teachers' conceptual understanding by concept mapping in a general chemistry laboratory. Research in Science Education, 38(1), 91-110.
94. Kern, C., & Crippen, K. J. (2008). Mapping for conceptual change. The Science Teacher, 75(6), 32-38.
95. Keraro, F. N., Wachanga, S. W., & Orora, W. (2007). Effects of cooperative concept mapping teaching approach on secondary school students' motivation in biology in Gucha district. International Journal of Science and Mathematics Education, 5(1), 111-124.
96. Kinchin, I. M. (2000a). Concept mapping in biology. Journal of Biological Education, 34(2), 61-68.
97. Kinchin, I. M. (2000b). From 'ecologist' to 'conceptual ecologist': The utility of the conceptual ecology for teachers of biology. Journal of Biological Education, 34(4), 178-183.
98. Kinchin, I. M. (2001). If concept mapping is so helpful to learning biology, why aren't we all doing it? International Journal of Science Education, 23(12), 1257-1269.
99. Kinchin, I. M. (2014). Concept mapping as a learning tool in higher education: A critical analysis of recent reviews. The Journal of Continuing Higher Education, 62(1), 39-49.
100. Kinchin, I. M., & Hay, D. B. (2007). The myth of the research-led teacher. Teachers and Teaching, 13(1), 43-61.
101. Kinchin, I. M., De-Leij, F. A. A. M., & Hay, D. B. (2005). The evolution of a collaborative concept mapping activity for undergraduate microbiology students. Journal of Further and Higher Education, 29(1), 1-14.
102. Klein, G., Moon, B. M., & Hoffman, R. R. (2006). Making sense of sensemaking 1: Alternative perspectives. IEEE Intelligent Systems, 21(4), 70-73.
103. Koc, M. (2012). Pedagogical knowledge representation through concept mapping as a study and collaboration tool in teacher education. Australasian Journal of Educational Technology, 28(4), 656-670.
104. Kommers, P., & Lanzing, J. (1997). Students' concept mapping for hypermedia design: Navigation through world wide web (WWW) space and self-assessment. Journal of Interactive Learning Research, 8(3/4), 421-455.
105. Koopman, M., Den Brok, P., Beijaard, D., & Teune, P. (2011). Learning processes of students in pre-vocational secondary education: Relations between goal orientations, information processing strategies and development of conceptual knowledge. Learning and Individual Differences, 21(4), 426-431.
106. Koopman, M., Teune, P., & Beijaard, D. (2011). Development of student knowledge in competence-based pre-vocational secondary education. Learning Environments Research, 14(3), 205-227.
107. Koponen, I. T., & Pehkonen, M. (2010). Coherent knowledge structures of physics represented as concept networks in teacher education. Science & Education, 19(3), 259-282.
108. Kuhn, T. S. (1962). The structure of scientific revolutions (1st ed.). Chicago, IL: University of Chicago Press.
109. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. In R. Pea & J. S. Brown (Eds.), Learning in doing: Social, cognitive, and computational perspectives (pp. 29-129). Cambridge, MA: Cambridge University Press.
110. Lehrer, R., & Schauble, L. (2004). Modeling natural variation through distribution. American Educational Research Journal, 41(3), 635-679.
111. Lehrer, R., Schauble, L., Carpenter, S., & Penner, D. (2000). The interrelated development of inscriptions and conceptual understanding. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design (pp. 325-360). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
112. Linn, M. C. (2002). Science education: Preparing lifelong learners. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences. New York, NY: Pergamon.
113. Linn, M. C. (2008). Teaching for conceptual change: Distinguish or extinguish ideas. In S. Vosniadou (Ed.), International handbook of research on conceptual change. New York: Routledge.
114. Linn, M. C., Chang, H.-Y., Chiu, J., Zhang, H., & McElhaney, K. (2010). Can desirable difficulties overcome deceptive clarity in scientific visualizations? In A. Benjamin (Ed.), Successful remembering and successful forgetting: A Festschrift in honor of Robert A. Bjork.
115. Linn, M. C., & Eylon, B. S. (2006). Science education: Integrating views of learning and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed.) (pp. 511-544). Mahwah, NJ: Lawrence Erlbaum Associates.
116. Liu, X. (2004). Using concept mapping for assessing and promoting relational conceptual change in science. Science Education, 88(3), 373-396.
117. Liu, X., & Hinchey, M. (1993). The validity and reliability of concept mapping as an alternative science assessment. In Proceedings of the third international seminar on misconceptions and educational strategies in science and mathematics. Ithaca: Misconceptions trust.
118. Liu, X., & Hinchey, M. (1996). The internal consistency of a concept mapping scoring scheme and its effect on prediction validity. International Journal of Science Education, 18(8), 921-937.
119. Mahler, S., Hoz, R., Fischl, D., Tov-Ly, E., & Lernau, O. Z. (1991). Didactic use of concept mapping in higher education: Applications in medical education. Instructional Science, 20(1), 25-47.
120. Mancinelli, C., Gentili, M., Priori, G., & Valitutti, G. (2004). Concept maps in kindergarten. In Concept maps: Theory, methodology, technology - Proceedings of the first international conference on concept mapping. Pamplona, Spain: Universidad pública de navarra.
121. Maneval, R. E., Filburn, M. J., Deringer, S. O., & Lum, G. D. (2011). Concept mapping: Does it improve critical thinking ability in practical nursing students? Nursing Education Perspectives, 32(4), 229-233.
122. Marcum, J. (2008). Instituting science: Discovery or construction of scientific knowledge? International Studies in the Philosophy of Science, 22, 185-210.
123. Markow, P. G., & Lonning, R. A. (1998). Usefulness of concept maps in college chemistry laboratories: Students' perceptions and effects on achievement. Journal of Research in Science Teaching, 35(9), 1015-1029.
124. Martin, D. J. (1994). Concept mapping as an aid to lesson planning: A longitudinal study. Journal of Elementary Science Education, 6(2), 11-30.
125. Mason, C. L. (1992). Concept mapping: A tool to develop reflective science instruction. Science Education, 76(1), 51-63.
126. McMillan, W. J. (2010). Teaching for clinical reasoning-helping students make the conceptual links. Medical Teacher, 32, 436-442.
127. Mintzes, J., & Quinn, H. J. (2007). Knowledge restructuring in biology: Testing a punctuated model of conceptual change. International Journal of Science and Mathematics Education, 5, 281-306.
128. Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (1997). Meaningful learning in science: The human constructivist perspective. In G. D. Phye (Ed.), Handbook of academic learning: Construction of knowledge: The educational psychology series (pp. 405-447). San Diego: Academic Press.
129. Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (2001). Assessing understanding in biology. Journal of Biological Education, 35, 118-124.
130. Mistades, V. M. (2009). Concept mapping in introductory physics. Journal of Education and Human Development, 3 (1).
131. Moreira, M. A. (1987). Concept mapping as a possible strategy to detect and to deal with misconceptions in physics. In J. D. Novak (Ed.), Proceedings of the 2. Int. Seminar misconceptions and educational strategies in science and mathematics (vol. III, pp. 352-360). Ithaca: Cornell University.
132. Mun, K., Kim, J., Kim, S.-W., & Krajcik, J. (2014). Exploration of high school students concepts about climate change through the use of an issue concept map (ic-map). In Proceedings of International conference on science education (pp. 209-222).
133. Nehm, R. H., & Schonfeld, I. S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for the teaching of evolution in schools? Journal of Science Teacher Education, 18(5), 699-723.
134. Nejat, N., Kouhestani, H. R., & Rezaei, K. (2011). Effect of concept mapping on approach to learning among nursing students. Hayat, 17(2), 22-31.
135. Nesbit, J. C., & Adesope, O. O. (2006). Learning with concept and knowledge maps: A meta-analysis. Review of Educational Research, 76(3), 413-448.
136. Nicoll, G. (2001). A three-tier system for assessing concept map links: A methological study. International Journal of Science Education, 23(8), 863-875.
137. Nicoll, G., Francisco, J. S., & Nakhleh, M. (2001). An investigation of the value of using concept maps in general chemistry. Journal of Chemical Education, 78(8), 1111-1117.
138. Nijman, J. L., Sixma, H., Triest, B. V., Keus, R. B., & Hendriks, M. (2012). The quality of radiation care: The results of focus group interviews and concept mapping to explore the patients perspective. Radiotherapy and Oncology, 102(1), 154-160.
139. Novak, J. D. (1980). Meaningful reception learning as a basis for rational thinking. In A. E. Lawson (Ed.), AETS Yearbook: The Psychology of Teaching for Thinking and Creativity (pp. 191-224).
140. Novak, J. D., & Cañas, A. J. (2006). The theory underlying concept maps and how to construct them. Institute for Human and Machine Cognition.
141. Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.
142. Novak, J. D., Gowin, D. B., & Johansen, G. T. (1983). The use of concept mapping and knowledge vee mapping with junior high school science students. Science Education, 67(5), 625-645.
143. Odom, A. L., & Kelly, P. V. (2001). Integrating concept mapping and the learning cycle to teach diffusion and osmosis concepts to high school biology students. Science Education, 85(6), 615-635.
144. O'Donnell, A. M., Dansereau, D. F., & Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14(1), 71-86.
145. Oezmen, H., Demircioglu, G., & Coll, R. K. (2009). A comparative study of the effects of a concept mapping enhanced laboratory experience on turkish high school students' understanding of acid-based chemistry. International Journal of Science and Mathematics Education, 7, 1-24.
146. Okebukola, P. A. (1992). Concept mapping with a cooperative learning flavor. The American Biology Teacher, 54(4), 218-221.
147. Okebukola, P. A., & Jegede, O. J. (1989). Students' anxiety towards and perception of difficulty of some biological concepts under the concept-mapping heuristic. Research in Science & Technological Education, 7(1), 85-92.
148. Osmundson, E., Chung, G., Herl, H., & Klein, D. (1999). Knowledge mapping in the classroom: A tool for examining the development of students' conceptual understandings. Los Angeles, California: University of California Los Angeles.
149. Park, H. J. (2007). Components of conceptual ecologies. Research in Science Education, 37(2), 217-237.
150. Pallant, A., & Tinker, R. F. (2004). Reasoning with atomic-scale molecular dynamic models. Journal of Science Education and Technology, 13(1), 51-66.
151. Pankratius, W. J. (1990). Building an organized knowledge base: Concept mapping and achievement in secondary school physics. Journal of Research in Science Teaching, 27(4), 315-333.
152. Pearsall, N., Skipper, J., & Mintzes, J. J. (1997). Knowledge restructuring in the life sciences: A longitudinal study of conceptual change in biology. Science Education, 81(2), 193-215.
153. Popova-Gonci, V., & Lamb, M. C. (2012). Assessment of integrated learning: Suggested application of concept mapping to prior learning assessment practices. The Journal of Continuing Higher Education, 60, 186-191.
154. Preszler, R. (2004). Cooperative concept mapping: Improving performance in undergraduate biology. Journal of College Science Teaching, 33(6), 30-35.
155. Puntambekar, S., Stylianou, A., & Huebscher, R. (2003). Improving navigation and learning in hypertext environments with navigable concept maps. Human Computer Interaction, 18(4), 395-428.
156. Pushkin, D. (1999). Concept mapping and students, physics equations and problem solving. In M. Komorek, H. Behrendt, H. Dahncke, R. Duit, W. Graeber, & A. Kross (Eds.), Research in science education - past, present, and future (vol. 1, pp. 260-262). Kiel: IPN Kiel.
157. Rebich, S., & Gautier, C. (2005). Concept mapping to reveal prior knowledge and conceptual change in a mock summit course on global climate change. Journal of Geoscience Education, 53(4), 355-365.
158. Reiska, P., Dahncke, H., & Behrendt, H. (1999). Concept maps in a research project on "learning physics and taking action". In M. Komorek, H. Behrendt, H. Dahncke, R. Duit, W. Graeber, & A. Kross (Eds.), Research in science education - past, present, and future (vol. 1, pp. 257-259). Kiel: IPN Kiel.
159. Rice, D. C., Ryan, J. M., & Samson, S. M. (1998). Using concept maps to assess student learning in the science classroom: Must different methods compete? Journal of Research in Science Teaching, 35(10), 1103-1127.
160. Ritchhart, R., Turner, T., & Hadar, L. (2009). Uncovering students' thinking about thinking using concept maps. Metacognition and Learning, 4, 145-159.
161. Roth, W. M. (1994). Student views of collaborative concept mapping: An emancipatory research project. Science Education, 78(1), 1-34.
162. Roth, W. M., & McGinn, M. K. (1998). Inscriptions: Toward a theory of representing as social practice. Review of Educational Research, 68(1), 35-59.
163. Roth, W. M., & Roychoudhury, A. (1993a). Using vee and concept maps in collaborative settings: Elementary education majors construct meaning in physical science courses. School Science and Mathematics, 93(5), 237-244.
164. Roth, W. M., & Roychoudhury, A. (1993b). The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students. Journal of Research in Science Teaching, 30(5), 503-534.
165. Roth, W. M., & Roychoudhury, A. (1994). Science discourse through collaborative concept mapping - new perspectives for the teacher. International Journal of Science Education, 16(4), 437-455.
166. Royer, R., & Royer, J. (2004). Comparing hand drawn and computer generated concept mapping. Journal of Computers in Mathematics and Science Teaching, 23(1), 67-81.
167. Ruiz-Primo, M. A. (2000). On the use of concept maps as an assessment tool in science: What we have learned so far. Revista Electrónica De Investigación Educativa, 2 (1).
168. Ruiz-Primo, M. A., Iverson, H., & Yin, Y. (2009). Towards the use of concept maps in large-scale assessments: Exploring the efficiency of two scoring methods. Paper presented at the NARST conference.
169. Ruiz-Primo, M. A., Schultz, S. E., Li, M., & Shavelson, R. J. (2001). Comparison of the reliability and validity of scores from two concept-mapping techniques. Journal of Research in Science Teaching, 38(2), 260-278.
170. Ruiz-Primo, M. A., & Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569-600.
171. Rutledge, M. L., & Mitchell, M. A. (2002). High school biology teachers' knowledge structure, acceptance and teaching of evolution. American Biology Teacher, 64(1), 21-28.
172. Rye, J. A., & Rubba, P. A. (2002). Scoring concept maps: An expert map-based scheme weighted for relationships. School Science and Mathematics, 102(1), 33-44.
173. Santhanam, E., Leach, C., & Dawson, C. (1998). Concept mapping: How should it be introduced, and is there evidence for long term benefit? Higher Education, 35(3), 317-328.
174. Sarhangi, F., Masoumy, M., Ebadi, A., Seyyed Mazhari, M., Rahmani, A., & Raisifar, A. (2011). Effect of concept mapping teaching method on critical thinking skills of nursing students. Iranian Journal of Critical Care Nursing (IJCCN), 4(3), 145-150.
175. Scaife, M., & Rogers, Y. (1996). External cognition: How do graphical representations work? International Journal of Human Computer Studies, 45(2), 185-213.
176. Schaap, H., Van der Schaaf, M. F., & De Bruijn, E. (2011). Development of students' personal professional theories in senior secondary vocational education. Evaluation & Research in Education, 24(2), 81-103.
177. Schau, C., & Mattern, N. (1997). Assessing students' connected understanding of statistical relationships. In I. Gal & J. B. Garfield (Eds,), The Assessment Challenge in Statistics Education (pp. 91-104). IOS Press.
178. Schau, C., Mattern, N., Weber, R., Minnick, K., & Witt, C. (1997). Use of fill-in concept maps to assess middle school students' connected understanding of science. Paper presented at the Annual Meeting of the American Educational Research Association.
179. Schauble, L., Glaser, R., Duschl, R. A., Schulze, S., & John, J. (1995). Students' understanding of the objectives and procedures of experimentation in the science classroom. The Journal of the Learning Sciences, 4(2), 131-166.
180. Schmid, R. F., & Telaro, G. (1990). Concept mapping as an instructional strategy for high school biology. The Journal of Educational Research, 84(2), 78-85.
181. Schuster, P. M. (2011). Concept mapping: A critical thinking approach to care planning. Philadelphia: FA Davis.
182. Schwarz, C. V., & White, B. Y. (2005). Metamodeling knowledge: Developing students' understanding of scientific modeling. Cognition and Instruction, 23(2), 165-205.
183. Schwendimann, B. A. (2011). Mapping biological ideas: Concept maps as knowledge integration tools for evolution education. Dissertation. Retrieved from http://escholarship.org/uc/item/480804ns age-2
184. Schwendimann, B. A. (2014a). Making sense of knowledge integration maps. In D. Ifenthaler & R. Hanewald (Eds.), Digital knowledge maps in education: Technology enhanced support for teachers and learners. New York: Springer.
185. Schwendimann, B. A. (2014b). Comparing two forms of concept map critique activities to support knowledge integration in biology education. In Proceedings of the sixth international conference on concept mapping. Santos, Brazil
186. Shavelson, R. J., Ruiz-Primo, M. A., & Wiley, E. W. (2005). Windows into the mind. Higher Education, 49(4), 413-430.
187. Shen, J., & Confrey, J. (2007). From conceptual change to transformative modeling: A case study of an elementary teacher in learning astronomy. Science Education, 91(6), 948-966.
188. Shen, J., & Confrey, J. (2010). Justifying alternative models in learning the solar system: A case study on K-8 science teachers' understanding of frames of reference. International Journal of Science Education, 32(1), 1-29.
189. Sizmur, S., & Osborne, J. (1997). Learning processes and collaborative concept mapping. International Journal of Science Education, 19(10), 1117-1135.
190. Slotta, J. D., Chi, M. T. H., & Joram, E. (1995). Assessing students' misclassifications of physics concepts: An ontological basis for conceptual change. Cognition and Instruction, 13(3), 373-400.
191. Slotta, J. D., & Linn, M. C. (2000). How do students make sense of Internet resources in the science classroom? In M. J. Jacobson & R. Kozma (Eds.), Learning the sciences of the 21st century (pp. 193-226). Hillsdale, NJ: Lawrence Erlbaum & Associates.
192. Snead, D., & Snead, W. L. (2004). Concept mapping and science achievement of middle grade students. Journal of Research in Childhood Education, 18(4), 306-320.
193. Songer, N. B. (2006). Biokids: An animated conversation on the development of curricular activity structures for inquiry science. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 355-369). Cambridge University Press.
194. Spaulding, D. T. (1989). Concept mapping and achievement in high school biology and chemistry. Doctoral dissertation, Florida Institute of Technology.
195. Starr, M. L., & Krajcik, J. S. (1990). Concept maps as a heuristic for science curriculum development: Toward improvement in process and product. Journal of Research in Science Teaching, 27(10), 987-1000.
196. Stensvold, M. S., & Wilson, J. T. (1990). The interaction of verbal ability with concept mapping in learning from a chemistry laboratory activity. Science Education, 74(4), 473-480.
197. Stewart, J. (1979). Concept maps: A tool for use in biology teaching. American Biology Teacher, 41(3), 171-175.
198. Stice, C. F., & Alvarez, M. C. (1987). Hierarchical concept mapping in the early grades. Childhood Education, 64(2), 86-96.
199. Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice. Albany, NY: State University of New York Press.
200. Stoddart, T., Abrams, R., Gasper, E., & Canaday, D. (2000). Concept maps as assessment in science inquiry learning-A report of methodology. International Journal of Science Education, 22(12), 1221-1246.
201. Sweller, J., Van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review. 10(3), 251-296.
202. Tabak, I., Weinstock, M., & Zvilling-Beiser, H. (2009). Epistemology and learning in the disciplines: Cross-Domain epistemological views of science versus humanities students. In J. Shen (Ed.), Critique to learn science - Symposium conducted at the meeting of the national association for research in science teaching.
203. Taylor, L. A., & Littleton-Kearney, M. (2011). Concept mapping: A distinctive educational approach to foster critical thinking. Nurse Educator, 36(2), 84-88.
204. Tsai, C.-C., & Huang, C.-M. (2002). Exploring students' cognitive structures in learning science: A review of relevant methods. Journal of Biological Education, 36(4), 163-169.
205. Trowbridge, J. E., & Wandersee, J. H. (1994). Identifying critical junctures in learning in a college course on evolution. Journal of Research in Science Teaching, 31(5), 459-473.
206. Trowbridge, J. E., & Wandersee, J. H. (1996). How do graphics presented during college biology lessons affect students' learning? Journal of College Science Teaching, 26(1), 54-57.
207. Tseng, H.-C., Chou, F.-H., Wang, H.-H., Ko, H.-K., Jian, S.-Y., & Weng, W.-C. (2011). The effectiveness of problem-based learning and concept mapping among Taiwanese registered nursing students. Nurse Education Today, 31(8), 41-46.
208. Uzuntiryaki, E., & Geban, O. (2005). Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts. Instructional Science, 33(4), 311-339.
209. Van Bommel, M., Kwakman, K., & Boshuizen, H. P. (2012). Experiences of social work students with learning theoretical knowledge in constructivist higher vocational education: A qualitative exploration. Journal of Vocational Education & Training, 64(4), 529-542.
210. Van Merriënboer, J. J. G. (1990). Strategies for programming instruction in high school: Program completion vs. program generation. Journal of Educational Computing Research, 6(3), 265-285.
211. Van Neste-Kenny, J., Cragg, C. E. B., & Foulds, B. (1998). Using concept maps and visual representations for collaborative curriculum development. Nurse Educator, 23(6), 21-25.
212. Van Zele, E., Lenaerts, J., & Wieme, W. (2004). Improving the usefulness of concept maps as a research tool for science education. International Journal of Science Education, 26(9), 1043-1064.
213. Veo, P. (2010). Concept mapping for applying theory to nursing practice. Journal for Nurses in Professional Development, 26(1), 17-22.
214. Vilela, R., Austrilino, L., & Costa, A. (2004). Using concept maps for collaborative curriculum development. In Proceedings of the first int. Conference on concept mapping. Pamplona, Spain.
215. Walker, J. M. T., & King, P. H. (2002). Concept mapping as a form of student assessment and instruction. Paper presented at the annual meeting of the American Society for Engineering Education. Montreal, Canada.
216. Wallace, J. D., & Mintzes, J. J. (1990). The concept map as a research tool: Exploring conceptual change in biology. Journal of Research in Science Teaching, 27(10), 1033-1052.
217. Wandersee, J. H., Wissing, D. R., & Lange, C. T. (Eds.). (1996). Bioinstrumentation: Tools for understanding life. National Association of Biology Teachers, Reston, VA.
218. Watson, C. E. (2005). Graphic organizers: Toward organization and complexity of student content knowledge. Doctoral Dissertation, Virginia Tech.
219. Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks, CA: Sage.
220. Weinstein, C. E., & Mayer, R. E. (1983). The teaching of learning strategies. Innovation Abstracts, 5(32), 1-4.
221. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
222. West, D. C., Pomeroy, J. R., Park, J. K., Gerstenberger, E. A., & Sandoval, J. (2000). Critical thinking in graduate medical education: A role for concept mapping assessment? The Journal of the American Medical Association, 284(9), 1105-1110.
223. Wise, A. M. (2009). Map it: How concept mapping affects understanding of evolutionary processes. Thesis, University of California, Davis.
224. Yin, Y., Vanides, J., Ruiz-Primo, M. A., Ayala, C. C., & Shavelson, R. J. (2005). Comparison of two concept-mapping techniques: Implications for scoring, interpretation, and use. Journal of Research in Science Teaching, 42(2), 166-184.
225. Zeilik, M., Schau, C., Mattern, N., Hall, S., Teague, K. W., & Bisard, W. (1997). Conceptual astronomy: A novel model for teaching postsecondary science courses. American Journal of Physics, 65, 987-996.