Chemistry education concept maps

Francisco, J. S., M. B. Nakhleh, S. C. Nurrenbem, and M. L. Miller (2002) Assessing student understanding of general chemistry with concept mapping. J. Chem. Educ. 79, 248-257. 

Earl BL (2007) Concept Maps for General Chemistry. J Chem Educ, 84(11) 1788-1789... 

Ujoodha M (2003) Use of Concept Maps in practical work in Chemistry at Form III Level. A Case Study. PGCE Dissertation, Mauritius Institute of Education, Reduit, Mauritius Scandett JF (2005) The efficacy of Concept Mapping in Aural Skills Training. The School of Education, University of Pittsburg. http //etd.library.pitt.edu/ETD/available/etd-04102005-204914/unrestricted/scandrett etd05.pdf. Accessed 25 November, 2005... 

Pendley, B.D., Bretz, R.L., Novak, J.D. (1994). Concept maps as a tool to assess learning in chemistry. Journal of Chemical Education, 71, 9-15. 

Regis, A. Albertazzi, P.G. (1996). Concept maps in chemistry education. Journal of Chemical Education, 73 (11), 1084-1088. 

Balfagheh, N. M. (2001). The impact of concept map teaching strategy on the UAE 11th grade students on their performance and Attitude toward chemistry. Journal of Science Education and Technology, 5(1), 157-182. 

Research has shown that mind and concepts maps are useful tools that reveal students existing notions and ideas. There are many examples described in which mind and concept maps are used in chemistry education, for instance for the meaningful learning of atoms, bonding, electrons and solutions (Regis, Albertazzi,... 

Prof. Dr. Sascha Schanze is professor of chemistry education at the Leibniz Universitat Hannover (Germany). His research focuses collaboration using computer-supported learning environments, collaborative inquiry learning in science, and the use of cognitive tools as a reflective tool in learning processes, like computer-based concept mapping. 

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