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Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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What have we learned about increasing the meaningfulness of science prose?
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The use of concept mapping and knowledge vee mapping with junior high school science students
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Constructing vee maps for clinical interviews on molecule concepts
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The effects of instructional organization and locus of control orientation on meaningful learning in high school biology students
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Concept mapping, vee mapping, and achievement: Results of a field study with black high school students
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Attaining meaningful learning of concepts in genetics and ecology: An examination of the potency of the concept‐mapping technique
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Land application of wastes
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The Structure of Scientific Revolutions
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Elaboration of Cognitive Knowledge of Biology from Childhood to Adulthood
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Students’ Anxiety towards and Perception of Difficulty of some Biological Concepts under the Concept‐mapping Heuristic
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Human Understanding. Vol 1, The Collective Use and Evolution of Concepts
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THE PSYCHOLOGY OF PERSONAL CONSTRUCTS
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Philosophy and the Young Child
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Children’s formation and representations of money-related thinking in graphical complexes: Compound relation operations and creative high-order thinking
inferred← citeshttps://doi.org/10.1016/s0187-893x(18)30042-9openalex-snapshot
Química Ambiental e Química Verde no conjunto do conhecimento químico: concepções de alunos de graduação em Química da Universidade de São Paulo
inferred← citeshttps://doi.org/10.1016/s0212-6567(01)78925-1openalex-snapshot
Estructura cognitiva de los médicos de familia en formación sobre la relación médico-paciente
inferred← citeshttps://doi.org/10.1016/s0360-1315(03)00064-2openalex-snapshot
Effects of confidence scores and remedial instruction on prepositions learning in adaptive hypermedia
inferred← citeshttps://doi.org/10.1016/s0360-1315(99)00025-1openalex-snapshot
The evaluation and influence of interaction in network supported collaborative concept mapping
inferred← citeshttps://doi.org/10.1016/s0738-3991(96)00977-9openalex-snapshot
Food purchase decision-making typologies of women with non-insulin-dependent diabetes mellitus
inferred← citeshttps://doi.org/10.1016/s0883-0355(99)00012-9openalex-snapshot
Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university
inferred← citeshttps://doi.org/10.1017/cbo9780511614507openalex-snapshot
The Art of Educating with V Diagrams
inferred← citeshttps://doi.org/10.1017/s0030605312000555openalex-snapshot
Using mental models in the analysis of human–wildlife conflict from the perspective of a social–ecological system in Namibia
inferred← citeshttps://doi.org/10.1017/s247526220000928xopenalex-snapshot
Using Active Learning Strategies to Promote Deep Learning in the Undergraduate Paleontology Classroom
inferred← citeshttps://doi.org/10.1021/acs.jchemed.3c00591openalex-snapshot
Introduction of Formative Assessment Classroom Techniques (FACTs) to School Chemistry Teaching: Teachers’ Attitudes, Beliefs, and Experiences
inferred← citeshttps://doi.org/10.1021/acs.jchemed.5c00549openalex-snapshot
Linking Core Concepts and Competencies in General Chemistry via Gowin’s Theory of Learning and Vee Heuristic
inferred← citeshttps://doi.org/10.1023/a:1009644210425openalex-snapshot
MetaMaps: Assessing understanding of large, complex or distributed knowledge domains
inferred← citeshttps://doi.org/10.1023/a:1019840709367openalex-snapshot
Osteoporosis Knowledge, Calcium Intake, and Weight-Bearing Physical Activity in Three Age Groups of Women
inferred← citeshttps://doi.org/10.1023/a:1020309927987openalex-snapshot
Computer-Supported Collaborative Concept Mapping: Study of Synchronous Peer Interaction
inferred← citeshttps://doi.org/10.1024/1010-0652.22.2.119openalex-snapshot
Concept Mapping zum Lernen aus Texten
inferred← citeshttps://doi.org/10.1037/0021-9010.85.6.971openalex-snapshot
Performance implications of leader briefings and team-interaction training for team adaptation to novel environments.
inferred← citeshttps://doi.org/10.1037/0021-9010.87.1.3openalex-snapshot
The impact of cross-training on team effectiveness.
inferred← citeshttps://doi.org/10.1039/c0rp90019bopenalex-snapshot
Characterizing and representing student's conceptual knowledge of chemical bonding
inferred← citeshttps://doi.org/10.1039/c8rp00079dopenalex-snapshot
The effect of concept maps, as an individual learning tool, on the success of learning the concepts related to gravimetric analysis
inferred← citeshttps://doi.org/10.1039/c9rp00059copenalex-snapshot
Revisiting the use of concept maps in a large enrollment general chemistry course: implementation and assessment
inferred← citeshttps://doi.org/10.1039/d3rp00258fopenalex-snapshot
A meta -analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance
inferred← citeshttps://doi.org/10.1046/j.1365-2648.1995.21061175.xopenalex-snapshot
Can concept mapping be used to promote meaningful learning in nurse education?
inferred← citeshttps://doi.org/10.1046/j.1365-2648.1997.19970251210.xopenalex-snapshot
Cognitive/concept mapping: a teaching strategy for nursing
inferred← citeshttps://doi.org/10.1046/j.1365-2729.2001.00156.xopenalex-snapshot
Learning through computer-based concept mapping with scaffolding aid
inferred← citeshttps://doi.org/10.1046/j.1365-2729.2001.00160.xopenalex-snapshot
Students' use of web-based concept map testing and strategies for learning
inferred← citeshttps://doi.org/10.1051/e3sconf/202460002015openalex-snapshot
Concept connection strategy to develop higher-order thinking in geography courses
inferred← citeshttps://doi.org/10.1057/kmrp.2009.8openalex-snapshot
Concept maps: a technique for assessing knowledge manager learning needs
inferred← citeshttps://doi.org/10.1061/(asce)co.1943-7862.0000720openalex-snapshot
Using the Concept-Mapping Method for Empirical Studies in Construction Research
inferred← citeshttps://doi.org/10.1061/(asce)cp.1943-5487.0000035openalex-snapshot
Applying Concept Similarity to the Evaluation of Common Understanding in Multidisciplinary Learning
inferred← citeshttps://doi.org/10.1061/(asce)ei.1943-5541.0000066openalex-snapshot
Incorporating the Social Dimension of Sustainability into Civil Engineering Education
inferred← citeshttps://doi.org/10.1061/(asce)ei.1943-5541.0000273openalex-snapshot
Assessment of Students’ Preconceptions in an Introductory Transportation Engineering Course: Case Study at Virginia Tech
inferred← citeshttps://doi.org/10.1061/(asce)is.1943-555x.0000606openalex-snapshot
Assessing the System Resilience Trade-Off Space: Empirical Model of the Port of Houston Waterway Recovery Process
inferred← citeshttps://doi.org/10.1061/9780784412329.214openalex-snapshot
Teaching Social Sustainability in Sustainable Construction and Infrastructure Courses: A Collaborative Approach
inferred← citeshttps://doi.org/10.1075/z.194.09lebopenalex-snapshot
A graph theory approach to online writing data visualization
inferred← citeshttps://doi.org/10.1080/0013188920340304openalex-snapshot
Attitude of teachers towards concept mapping and vee diagramming as metalearning tools in science and mathematics
inferred← citeshttps://doi.org/10.1080/0013188980400209openalex-snapshot
Using concept sorting and concept mapping in business and public administration, and in education: an overview
inferred← citeshttps://doi.org/10.1080/00219266.2023.2282430openalex-snapshot
A three-pronged method to analyse pre-service teachers’ understanding and epistemic reasoning about soil
inferred← citeshttps://doi.org/10.1080/00220970009600649openalex-snapshot
The Use of Textbooks as a Tool During Collaborative Physics Learning
inferred← citeshttps://doi.org/10.1080/00220979809601403openalex-snapshot
The Generation and Recall of Personally Relevant Information
inferred← citeshttps://doi.org/10.1080/00368121.2024.2308206openalex-snapshot
From micro to bio: using Vee Diagram, concept map and mind map in the framework of REACT strategy in environmental education
inferred← citeshttps://doi.org/10.1080/0047231x.2020.12290666openalex-snapshot
Concept Maps for Structuring Instruction and as a Potential Assessment Tool in a Large Introductory Science Course
inferred← citeshttps://doi.org/10.1080/0142159042000192064openalex-snapshot
Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred learning style
inferred← citeshttps://doi.org/10.1080/01421590600617574openalex-snapshot
Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred approach to learning
inferred← citeshttps://doi.org/10.1080/01421590701689506openalex-snapshot
A qualitative evaluation of medical student learning with concept maps
inferred← citeshttps://doi.org/10.1080/0144341920120203openalex-snapshot
Can Good Concept Mappers be Good Problem Solvers in Science?
inferred← citeshttps://doi.org/10.1080/0158037960180103openalex-snapshot
Towards a model of workplace learning: the learning curriculum
inferred← citeshttps://doi.org/10.1080/01587919.2017.1298982openalex-snapshot
Learner-content interaction in distance education: The weakest link in interaction research
inferred← citeshttps://doi.org/10.1080/0158791920130205openalex-snapshot
Enhancing academic performance in distance education with concept mapping and inserted uestions
inferred← citeshttps://doi.org/10.1080/0158791930140106openalex-snapshot
The actual use of embedded support devices in self‐study materials by students in a distance education setting
inferred← citeshttps://doi.org/10.1080/0158791940150105openalex-snapshot
Analysis of instruction for critical thinking in distance learning materials
inferred← citeshttps://doi.org/10.1080/01626620.2012.693241openalex-snapshot
Exploring Mental Models of Learning and Instruction in Teacher Education
inferred← citeshttps://doi.org/10.1080/02602938.2013.772951openalex-snapshot
Cognitive maps and the structure of observed learning outcome assessment of physiotherapy students’ ethical reasoning knowledge
inferred← citeshttps://doi.org/10.1080/0263514920100204openalex-snapshot
Can Good Concept Mappers be Good Problem Solvers in Science'?
inferred← citeshttps://doi.org/10.1080/0263514970150103openalex-snapshot
Portuguese Students’ Understanding at Ages 10‐11 and 14‐15 of the Origin and Nature of the Earth and the Development of Life
inferred← citeshttps://doi.org/10.1080/0263514970150206openalex-snapshot
Misconceptions and Conceptual Changes concerning Continental Drift and Plate Tectonics among Portuguese Students Aged 16‐17
inferred← citeshttps://doi.org/10.1080/0263514990170201openalex-snapshot
Content Analysis of Taiwanese 14 year olds’ Information Processing Operations shown in Cognitive Structures Following Physics Instruction, with Relations to Science Attainment and Scientific Epistemological Beliefs
inferred← citeshttps://doi.org/10.1080/03055698.2011.643100openalex-snapshot
Knowledge presented in concept maps: correlations with conventional cognitive knowledge tests
inferred← citeshttps://doi.org/10.1080/03055698.2014.889595openalex-snapshot
Mapping for depth and variety: using a “Six W’s” scaffold to facilitate concept mapping for different history concepts with different degrees of freedom
inferred← citeshttps://doi.org/10.1080/03098269885705openalex-snapshot
Tales of the City: Understanding urban complexity through the medium of concept mapping
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