<?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%">Katrin Soika</style></author><author><style face="normal" font="default" size="100%">Priit   Reiska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">USING CONCEPT MAPPING FOR ASSESSMENT IN SCIENCE EDUCATION</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%">concept acquisition</style></keyword><keyword><style  face="normal" font="default" size="100%">concept mapping</style></keyword><keyword><style  face="normal" font="default" size="100%">paper-based instruction</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1450981453.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</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%">Conceptual acquisition is an important aspect of science education, especially with regard to committing things to long term memory. Three case studies were carried out to examine approaches to conceptual acquisition in science education. The aim of these studies was to determine whether concept mapping method is a valid research method. To answer the question, studies were developed. Two of them used animation to describe abstract topics in chemistry. The aim of the third study was to compare the differences in higher taxonomy concept maps, created in an allocated timeframe. The findings of the studies indicate that the use of voiced interactive animation without teacher explanation does not lend itself to superior concept acquisition. As a result of the study it was concluded that concept mapping as an assessment method provides a unique possibility to visualize the structure of students’ conceptual achievements. Based on the outcomes it is recommended concept mapping should be used more as an assessment or research method. </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%">662–673 </style></section></record><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><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%">Sacit Köse</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF CONCEPT MAPPING INSTRUCTION ON OVERCOMING 9th GRADE STUDENTS’ MISCONCEPTIONS ABOUT DIFFUSION AND OSMOSIS</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%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">concept mapping</style></keyword><keyword><style  face="normal" font="default" size="100%">diffusion</style></keyword><keyword><style  face="normal" font="default" size="100%">misconception</style></keyword><keyword><style  face="normal" font="default" size="100%">osmosis</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404287972.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of the present study was to determine 9th grade students’ misconceptions on the concepts of diffusion and osmosis and to investigate the effect of making use of concept mapping instruction on overcoming the misconceptions. The experimental study was conducted in two different classes of a high school context with a total of 50 9th grade students in Denizli, Turkey. The concepts of the diffusion and osmosis were taught the students in the experimental group with the instruction designed by making use of concept mapping method whereas these topics were taught to the control group with traditional instruction. The Diffusion and Osmosis Diagnostic Test developed by Odom and Barrow (1995) was given to both groups as pre-test and post-test. The results indicated that after treatment, the average percentage of students in the experimental group holding a scientifically correct view increased 42%, whereas this increased only 15% in the control group. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">16-25</style></section></record></records></xml>