Among the conclusions from an microanalysis of 29 high school physics student's concept mapping behaviors were that concept maps lead to sustained discourse on the topic and improved declarative knowledge. On the negative side, concept maps let scientifically incorrect notions become ingrained and go unchallenged.
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Keywords:Concept Formation,Education,NSDL,oai:nsdl.org:2200/20061213013511430T,Education Foundations,Student Characteristics,Physics,Higher Education,High School,NSDL_SetSpec_439869,High Schools,Misconceptions,Affect,Constructivism (Learning),Secondary School Science,Alternative Conceptions,Graduate/Professional,Concept Maps
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