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Innovating with Concept Mapping

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Cover of 'Innovating with Concept Mapping'

Table of Contents

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    Book Overview
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    Chapter 1 Cmaps with Errors: Why not? Comparing Two Cmap-Based Assessment Tasks to Evaluate Conceptual Understanding
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    Chapter 2 Comparing Expert and Novice Concept Map Construction Through a Talk-Aloud Protocol
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    Chapter 3 Concept Mapping in High School: An Experience on Teaching Geography to Measure Deep, Surface and Non-learning Outcomes
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    Chapter 4 Critiquing as an Alternative to Generating Concept Maps to Support Knowledge Integration Processes
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    Chapter 5 Design and Validation of a Teaching Sequence Based on Concept Maps to Achieve Meaningful Learning of Science Content in Primary Education
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    Chapter 6 Eliciting, Representing, and Evaluating Adult Knowledge: A Model for Organizational Use of Concept Mapping and Concept Maps
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    Chapter 7 Enhancing the Value of Active Learning Programs for Students’ Knowledge Acquisition by Using the Concept Mapping Method
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    Chapter 8 Formative and Summative Assessment of Concept Maps
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    Chapter 9 Improving the Teaching of Children with Severe Speech-Language Difficulties by Introducing an Authoring Concept Mapping Kit
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    Chapter 10 Is My Concept Map Large Enough?
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    Chapter 11 Learning from Static versus Animated Pictures of Embodied Knowledge
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    Chapter 12 Russian Experience in Application of Concept Maps in Education
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    Chapter 13 Select-and-Fill-In Concept Maps as an Evaluation Tool in Science Classrooms
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    Chapter 14 Structural Equation Modeling (SEM): Simply a Rotated Concept Map
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    Chapter 15 Teaching Science for Understanding: The Positive Impact of Simultaneous Use of Concept Mapping and Computer Simulations
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    Chapter 16 The Educational Multimedia Clip as a Tool for Students’ Self-learning on Concept Mapping
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    Chapter 17 The Function of Concept Mapping in Hypermedia-Based Tutoring
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    Chapter 18 The Mapping of Pedagogic Frailty: A Concept in Which Connectedness is Everything
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    Chapter 19 The Teachers’ Voice: Using Photovoice and Concept Mapping to Evaluate an Innovative Prekindergarten Robotics Program
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    Chapter 20 The Use of Concept Maps in Environmental Study
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    Chapter 21 Transforming Science Pedagogy: Using Concept Mapping to Design an Interdisciplinary Approach to Teaching Middle School Science
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    Chapter 22 Understanding Attitude Towards Concept Map Usage: An Exploratory Study in China
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    Chapter 23 Using Concept Mapping to Assess 4- and 5-Year Old Children’s Knowledge in the Robotics and Programming for Prekindergarten Project
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    Chapter 24 Using Concept Maps to Develop a Didactic Explanation of a Dress with Ambigous Colours
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    Chapter 25 Using Semantic Reference Set of Linking Words for Concept Mapping in Biology
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Innovating with Concept Mapping
Published by
Springer International Publishing, January 2016
DOI 10.1007/978-3-319-45501-3
978-3-31-945500-6, 978-3-31-945501-3

Alberto Cañas, Priit Reiska, Joseph Novak

Twitter Demographics

The data shown below were collected from the profiles of 2 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 49 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 49 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 7 14%
Student > Doctoral Student 6 12%
Lecturer 6 12%
Student > Ph. D. Student 6 12%
Researcher 6 12%
Other 10 20%
Unknown 8 16%
Readers by discipline Count As %
Social Sciences 12 24%
Computer Science 9 18%
Business, Management and Accounting 5 10%
Linguistics 3 6%
Engineering 3 6%
Other 8 16%
Unknown 9 18%