Cocept mapping is a teaching-learning strategy that can help with meaningful learning. To assess the impact of its use in Biology, Psychology, and Physics classes, a sample of 12 classes was selected and then divided into two groups one of whichย learned through concept mapping while the other went through the regular approach to learning. Strudents' achievement in the subject matter was measured using adequately valid and reliable tests. Results show that the impact of concept mapping on learning Biology and Psychology was significant as compared to the regular approach to teaching and learning. The students in Physics usingย this strategy did not show any superiority in achievement in relationship to the other group.
Mesraabaadee, J., & Ostovaar, N. (2009). Cocept mapping and its impact on students\' acheivement in Biology, Psychology, and Physics. The Journal of New Thoughts on Education, 5(1), 93-114. doi: 10.22051/jontoe.2009.171
MLA
J. Mesraabaadee; N. Ostovaar. "Cocept mapping and its impact on students\' acheivement in Biology, Psychology, and Physics". The Journal of New Thoughts on Education, 5, 1, 2009, 93-114. doi: 10.22051/jontoe.2009.171
HARVARD
Mesraabaadee, J., Ostovaar, N. (2009). 'Cocept mapping and its impact on students\' acheivement in Biology, Psychology, and Physics', The Journal of New Thoughts on Education, 5(1), pp. 93-114. doi: 10.22051/jontoe.2009.171
VANCOUVER
Mesraabaadee, J., Ostovaar, N. Cocept mapping and its impact on students\' acheivement in Biology, Psychology, and Physics. The Journal of New Thoughts on Education, 2009; 5(1): 93-114. doi: 10.22051/jontoe.2009.171
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