Restructuring knowledge in Biology: cognitive processes and metacognitive reflections

By B. L. Martin, J. Mintzes, Ileana E. Clavijo. 2000

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Remediating High School Students' Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text (2003, background): “…change approach, concept maps have been also used extensively in science education to promote meaningful learning (Heinze-Fry & Novak, 1990; Jegede et al., 1990; Okebukola, 1990; Horton et al., 1993; Kinchin, 2000; Kinchin et al., 2000; Martin et al., 2000; Odom & Kelly, 2001; Sungur et al., 2001).”
Development of system thinking skills in the context of earth system education (2005, background): “It does so by identifying misconceptions, and recognizing different learning styles ( Martin, Mintzes, & Clavijo, 2000; Mason, 1992; Novak & Gowin, 1984; Roth, 1994).”
Cognitive structure and the affective domain: On knowing and feeling in biology (2002, background): “The concept maps were scored for structural complexity and propositional validity (Markham et al. 1994, Pearsall et al. 1997, Martin et al. 2000).”
Using Three-Tier Diagnostic Test to Assess Students' Misconceptions of States of Matter. (2014, methodology): “Also, concept maps are useful tools for identification of misconceptions (Martin et al., 2000; Novak, 1990).”