Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15435
Title: 
Using concept maps to enhance meaningful chemistry learning
Authors: 
Issue Date: 
2001
Citation: 
Boo, H. K., & Hoh, Y. K. (2001). Using concept maps to enhance meaningful chemistry learning. Journal of Science and Mathematics Education in Southeast Asia, XXIV(2), 78-88.
Abstract: 
Research has demonstrated that students at all levels come to science
classes with preconceptions (or misconceptions) about various aspects
of the physical world around them, and that these misconceptions are
rather resistant to formal instruction. Numerous studies have also
shown that students can produce correct answers to various kinds of
problems, but their understanding of the underlying science concepts
was lacking. This state of affairs has been attributed to superficial or
rote learning, which is contrasted with meaningful or deep learning.
This paper highlights the use of concept maps as a tool for enhancing of
meaningful learning or deep learning among chemistry students.
URI: 
ISSN: 
0126-7663
Website: 
Appears in Collections:Journal Articles

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