The Active Use of Concept Mapping to Promote Meaningful Learning in Biological Science.

摘要: The focus of this work is the use student concept mapping to promote meaningful learning in classroom. All studies reported were done secondary schools and an undergraduate science course. results their discussion are presented within a human constructivist framework. central question on which research based can be given as: How used contribute understanding? This thesis as process enquiry. Thus questions addressed by particular methodologies approaches later superseded with new methods. consistent grounded approach part authentic process. main findings summarised 1. Quantitative methods map analysis inappropriate for promoting among teachers students. It too time-consuming, fails recognise individualised nature emphasises curriculum-centred notions ‘correctness’ - stance at odds viewpoint. 2. A qualitative has been developed thesis. shown emphasise contextual understanding students’ teachers’ conceptual ecologies development may indicate (through change) or switching appreciation). 3. Finally, offers arguments against rigid didactic prescription curriculum that respect perspective. teacher-student dialogue likely occur only when own beliefs teaching learning. Constructivist classroom mediated exploration sharing meaning rather than absolute correctness. Such have impact upon quality should key initial teacher-training continued professional development.