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| Study 1 investigates concept maps as generative assessment tools. Study 1A compares the concept map generation and critique process of biology novices and experts. Findings suggest that concept maps are sensitive to different levels of knowledge integration but require scaffolding and revision. Study 1B investigates the implementation of concept maps as summative assessment tools in a WISE evolution module. Results indicate that concept maps can reveal connections between students alternative ideas of evolution. [@schwendimann2011mapping] | Study 1 investigates concept maps as generative assessment tools. Study 1A compares the concept map generation and critique process of biology novices and experts. Findings suggest that concept maps are sensitive to different levels of knowledge integration but require scaffolding and revision. Study 1B investigates the implementation of concept maps as summative assessment tools in a WISE evolution module. Results indicate that concept maps can reveal connections between students alternative ideas of evolution. [@schwendimann2011mapping] | ||
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| + | * [[http://teorije-ucenja.zesoi.fer.hr/doku.php?id=instructional_design:concept_mapping|instructional_design:concept_mapping [Learning Theories] [http://teorije-ucenja.zesoi.fer.hr/]]] | ||
