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  Home > JCE Print > Journal of Chemical Education > Issues > 1996  > November  >
Research: Science and Education
Concept Maps in Chemistry Education
Alberto Regis and Pier Giorgio Albertazzi
Istituto Tecnico Industriale ÒQ. SellaÓ Ð Via Rosselli 2, 13051 Biella (BI) Italy Ezio Roletto1, Universitˆ di Torino, Dipartimento di Chimica Analitica, via Pietro Giuria 5, 10125 Torino
Cover
November 1996
Vol. 73 No. 11
p. 1084
Abstract
This article presents and illustrates a proposed application of concept maps in chemistry teaching in high schools. The students were provided with the "concept lables" necessary for map building in three different ways. The analysis of the students' maps at different stages of the learning process led to the recognition of the three types of cognitive events which seem to correspond to the same number of restructuring stages in the conceptual organization. This can enable the teacher to characterize the changes produced in the learners' conceptions by teaching / learning activities. Three examples of the use of concept maps in chemistry teaching are reported and discussed with reference to: atomic structure, oxidation-reduction and thermodynamics.
More Information
*  Citation
 Regis, Alberto; Albertazzi, Pier Giorgio; Roletto, Ezio. J. Chem. Educ. 1996 73 1084.
*  Keywords
 Introductory/High School Chemistry
*  History
 Created:
Last Updated:		 August 5, 1999
February 21, 2006
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