<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kamisah Osman</style></author><author><style face="normal" font="default" size="100%">Wahidin</style></author><author><style face="normal" font="default" size="100%">Subahan Mohd   Meerah</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONCEPT MAPPING IN CHEMISTRY LESSONS: TOOLS FOR INCULCATING THINKING SKILLS IN CHEMISTRY LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">concept mapping</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific thinking skills</style></keyword><keyword><style  face="normal" font="default" size="100%">vee diagram</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425810723.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this study is to investigate the combination effect of concept mapping and vee diagrams as thinking tools in Chemistry among some 360 secondary students in Indonesia. This study employed a quasi-experimental approach whereby students were segregated into three intervention groups: concept mapping, vee diagram and thinking skills embedded throughout the lesson (E1), concept mapping (E2) and a conventional approach (E3). Students were also characterized in terms of their ability: High (H), Moderate (M) and Low (L). Students’ thinking skills were measured using a modified version of the Test of Integrated Process Skills (TIPS), which has beed systematically justified in terms of reliability and validity. Analysis of findings reveal that the EI approach is the most effective technique in inculcating students’ thinking skills. A series of follow-up analyses also demonstrate that the E1 approach is best suited for the high ability (H) students as compared to their moderate (M) and low (L) ability counterparts. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">666-681</style></section></record></records></xml>