LEADER 03434nam 2200673Ia 450 001 9910780032403321 005 20230120061307.0 010 $a1-280-20773-6 010 $a9786610207732 010 $a0-306-47225-2 024 7 $a10.1007/0-306-47225-2 035 $a(CKB)111056486604414 035 $a(EBL)3035417 035 $a(SSID)ssj0000197629 035 $a(PQKBManifestationID)11185709 035 $a(PQKBTitleCode)TC0000197629 035 $a(PQKBWorkID)10160651 035 $a(PQKB)11085848 035 $a(DE-He213)978-0-306-47225-1 035 $a(Au-PeEL)EBL3035417 035 $a(CaPaEBR)ebr10047065 035 $a(CaONFJC)MIL20773 035 $a(OCoLC)71331633 035 $a(Au-PeEL)EBL196995 035 $a(MiAaPQ)EBC3035417 035 $a(MiAaPQ)EBC196995 035 $a(EXLCZ)99111056486604414 100 $a20020923d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMapping biology knowledge$b[electronic resource] /$fby Kathleen M. Fisher, James H. Wandersee, and David E. Moody 205 $a1st ed. 2002. 210 $aLondon ;$aDordrecht $cKluwer Academic$dc2002 215 $a1 online resource (223 p.) 225 1 $aScience & technology education library ;$vv. 11 300 $aDescription based upon print version of record. 311 $a0-7923-6575-5 320 $aIncludes bibliographical references and index. 327 $aOverviee of Knowledge Mapping -- The Nature of Biology Knowledge -- Knowing Biology -- Student Misconceptions in Biology -- Meaningful and Mindful Learning -- Language, Analogy, and Biology -- Using Concept Circle Diagramming as a Knowledge Mapping Tool -- Using Concept Mapping as a Knowledge Mapping Tool -- SemNetŪ Semantic Networking -- The Paradox of the Textbook. 330 $aMapping Biology Knowledge addresses two key topics in the context of biology, promoting meaningful learning and knowledge mapping as a strategy for achieving this goal. Meaning-making and meaning-building are examined from multiple perspectives throughout the book. In many biology courses, students become so mired in detail that they fail to grasp the big picture. Various strategies are proposed for helping instructors focus on the big picture, using the `need to know' principle to decide the level of detail students must have in a given situation. The metacognitive tools described here serve as support systems for the mind, creating an arena in which learners can operate on ideas. They include concept maps, cluster maps, webs, semantic networks, and conceptual graphs. These tools, compared and contrasted in this book, are also useful for building and assessing students' content and cognitive skills. The expanding role of computers in mapping biology knowledge is also explored. 410 0$aScience & technology education library ;$vv. 11. 606 $aBiology$xStudy and teaching 606 $aScience$xStudy and teaching 615 0$aBiology$xStudy and teaching. 615 0$aScience$xStudy and teaching. 676 $a570.71 700 $aFisher$b Kathleen M$01144021 701 $aWandersee$b James H$01531143 701 $aMoody$b David E$01531144 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910780032403321 996 $aMapping biology knowledge$93776569 997 $aUNINA