✦ LIBER ✦

Assessment of Concept Maps Generated by Undergraduate Students about the Function Concept

✍ Scribed by Sengul, Sare; Senay, S. Can

Book ID: 122155198
Publisher: Elsevier
Year: 2014
Tongue: English
Weight: 409 KB
Volume: 116
Category: Article
ISSN: 1877-0428
DOI: 10.1016/j.sbspro.2014.01.288

No coin nor oath required. For personal study only.

📜 SIMILAR VOLUMES

Assessing Student Understanding of Gener

Assessing Student Understanding of General Chemistry with Concept Mapping

✍ Francisco, Joseph S.; Nakhleh, Mary B.; Nurrenbern, Susan C.; Miller, Matthew L. 📂 Article 📅 2002 🏛 American Chemical Society 🌐 English ⚖ 172 KB

Misconceptions about the concept of natu

Misconceptions about the concept of natural selection by medical biology students

✍ Margaret N. Brumby 📂 Article 📅 1984 🏛 John Wiley and Sons 🌐 English ⚖ 609 KB

A Student-centred Approach: Assessing th

A Student-centred Approach: Assessing the Changes in Prospective Science Teachers’ Conceptual Understanding by Concept Mapping in a General Chemistry Laboratory

✍ Osman Nafiz Kaya 📂 Article 📅 2007 🏛 Springer Netherlands 🌐 English ⚖ 347 KB

The Contribution of Conceptual Change Te

The Contribution of Conceptual Change Texts Accompanied by Concept Mapping to Eleventh-Grade Students Understanding of Cellular Respiration Concepts

✍ Salem A. Al khawaldeh; Ali M. Al Olaimat 📂 Article 📅 2009 🏛 Springer Netherlands 🌐 English ⚖ 272 KB

Technologically – supported mind and con

Technologically – supported mind and concept maps prepared by students on the subjects of the unit “systems in our body”

✍ Güliz Aydin; Ali Günay Balim 📂 Article 📅 2009 🏛 Elsevier 🌐 English ⚖ 655 KB

An exploration of the concept map as an

An exploration of the concept map as an interview tool to facilitate the externalization of students' understandings about global atmospheric change

✍ James A. Rye; Peter A. Rubba 📂 Article 📅 1998 🏛 John Wiley and Sons 🌐 English ⚖ 215 KB 👁 1 views

The primary purpose of this study was to investigate the effectiveness of two different types of interviews-one that did (POSTICM) and one that did not (POSTI) embed a concept-mapping process-to elicit students' postinstructional understandings about chlorofluorocarbons and their role in global atmo