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Chapter

The Language of Science Education

pp 19-19

Concept Map

• William F. McComas

Abstract

The ability to organize thoughts and illustrate them is a valuable cognitive skill for all

learners. Developing this capacity is vital to the students’ potential to gain from classroom

instruction. For the sciences in particular, a broad range of concepts exist that encompasses

a complex web of interrelationships students must comprehend to fully understand the

content.

References

Halford, G. S. (1993). Children’s understanding: The development of mental models. Hillsdale, NJ:

Lawrence Erlbaum.

Kinchin, I. M., & Hay, D. B. (2000). How a qualitative approach to concept map analysis can be used to aid

learning by illustrating patterns of conceptual development. Educational Research, 42(1), 43-57.

CrossRef  (http://dx.doi.org/10.1080/001318800363908)

Novak, J. D., & Cañas, A. J. (2006). The theory underlying concept maps and how to use them. Pensacola,

FL: Florida Institute for Human and Machine Cognition.

About this Chapter 

Title

Concept Map

Book Title

The Language of Science Education

Book Subtitle

 An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning

Pages

p 19

8/18/2019 Concept Map - Springer

2/2

Copyright

2014

DOI

10.1007/978-94-6209-497-0_17

Online ISBN

978-94-6209-497-0

PublisherSensePublishers

Copyright Holder

Sense Publishers

Topics

•  Education, general 

Industry Sectors

•  Electronics

Editors

• William F. McComas (1)

Editor Affiliations

• 1. Parks Family Professor of Science Education, University of Arkansas

 Authors

• William F. McComas (2)

 Author Affiliations

• 2. Parks Family Professor of Science Education, University of Arkansas, Fayetteville,

 AR, USA