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: Boo, Hong Kwen
Hoh, Yin Kiong
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: http://hdl.handle.net/10497/15435
ISSN: 0126-7663
Website: http://www.recsam.edu.my/R&D_Journals/YEAR2001/2001Vol24No2/78-88.pdf
Appears in Collections:Journal Articles

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