The effect of concept mapping on students’ learning achievements and interests

By Chei-Chang Chiou. 2008

238 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/dd3541989bb0fa26b322fc9d375bb1103acc34dc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Li-Hsueh Yang
2. Sheng-Yuan Wang
3. Gwo-Jen Hwang
4. Martin Davies
5. Jaclyn Broadbent
6. J. Webster
7. Richard Thomas Watson

In Education

1. Li-Hsueh Yang
2. Sheng-Yuan Wang
3. Gwo-Jen Hwang
4. Martin Davies
5. J. Webster
6. Richard Thomas Watson

In Experimental and Cognitive Psychology

1. Gwo-Jen Hwang
2. Martin Davies

Citations in the corpus

• A concept map-embedded educational computer game for improving students' learning performance in natural science courses (2013, background): “Researchers have further indicated that concept mapping is able to engage learners in higher order thinking and help them clarify misconceptions (Chiou, 2008; Novak, Gowin, & Johansen, 1983).”
• Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? (2011, methodology): “Since its inception as a formal technique, concept mapping has been widely used in academic disciplines, for example, Accounting (Chei-Chang 2008; Irvine et al. 2005; Leauby and Brazina 1998; Maas and Leauby 2005; Simon 2007; van der Laan and Dean 2006), Finance (Biktimirov and Nilson 2003),…”