Examples of Concept Mapping in a School Setting: A Look at Practical Uses

Cristine G. Goldberg (University of West Georgia, USA)
Copyright: © 2014 |Pages: 101
EISBN13: 9781466664012|DOI: 10.4018/978-1-4666-5816-5.ch003
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Through discussions with colleagues at several different institutions and teachers from all levels in my home state, it became apparent that classroom teachers have little or no exposure to good concept mapping practices. Background information about why concept mapping should be a primary tool in everyone's “toolbox” for learning and performance success is not common knowledge. Secondly, practicing teachers need concrete ideas for using concept mapping by and with students. After a couple of years of conversations at conferences and informally surveying my own undergraduate and graduate students, I decided to make an attempt to fill in this void. In this chapter I have presented relevant information about where, when, and how to use concept mapping as well as critical “how-to” tips for implementation by interested parties.
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