Student views of concept mapping use in introductory tertiary biology classes

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dc.contributor.authorBuntting, Catherine Michelle
dc.contributor.authorColl, Richard K.
dc.contributor.authorCampbell, Alison
dc.date.accessioned2014-01-16T02:04:04Z
dc.date.available2014-01-16T02:04:04Z
dc.date.copyright2006-11-29
dc.date.issued2006
dc.description.abstractIntroductory tertiary level science classes (i.e., at the university or post-compulsory school level) including those for biology face increasing diversity in intake. Previous research has indicated university level teachers assume a certain level of prior knowledge which may or may not be possessed by such students. This report focuses on the use of concept mapping in introductory biology tutorial classes. The research findings suggest that the students found the use of concept mapping enjoyable and that it can enhance meaningful learning for topics that require students to link concepts.en_NZ
dc.identifier.citationBuntting, C., Coll, R. K., & Campbell, A. (2006). Student views of concept mapping use in introductory tertiary biology classes. International Journal of Science and Mathematics Education, 4(4), 641-668.en_NZ
dc.identifier.doi10.1007/s10763-005-9014-7en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/8399
dc.language.isoenen_NZ
dc.publisherSpringeren_NZ
dc.relation.isPartOfInternational Journal of Science and Mathematics Educationen_NZ
dc.relation.ispartofInternational Journal of Science and Mathematics Education
dc.relation.urihttp://link.springer.com/article/10.1007%2Fs10763-005-9014-7en_NZ
dc.subjectconcept mappingen_NZ
dc.subjectintroductory biologyen_NZ
dc.subjectprior knowledgeen_NZ
dc.subjecttertiary levelen_NZ
dc.titleStudent views of concept mapping use in introductory tertiary biology classesen_NZ
dc.typeJournal Articleen_NZ
pubs.begin-page641en_NZ
pubs.elements-id34160
pubs.end-page668en_NZ
pubs.issue4en_NZ
pubs.volume4en_NZ
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