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Mapping Biology Knowledge

  • Book
  • © 2002

Overview

Authors:
  1. Kathleen M. Fisher

    1. San Diego University, USA

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    You can also search for this author in PubMed   Google Scholar

  2. James H. Wandersee

    1. Louisiana State University, USA

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    You can also search for this author in PubMed   Google Scholar

  3. David E. Moody

    1. San Diego University, USA

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    You can also search for this author in PubMed   Google Scholar

Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 11)

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-v
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  2. Introduction

    • Kathleen M. Fisher
    Pages 1-3

  3. Overviee of Knowledge Mapping

    • Kathleen M. Fisher
    Pages 5-23

  4. The Nature of Biology Knowledge

    • James H. Wandersee, Kathleen M. Fisher, David E. Moody
    Pages 25-37

  5. Knowing Biology

    • James H. Wandersee, Kathleen M. Fisher
    Pages 39-54

  6. Student Misconceptions in Biology

    • Kathleen M. Fisher, David E. Moody
    Pages 55-75

  7. Meaningful and Mindful Learning

    • Kathleen M. Fisher
    Pages 77-94

  8. Language, Analogy, and Biology

    • James H. Wandersee
    Pages 95-108

  9. Using Concept Circle Diagramming as a Knowledge Mapping Tool

    • James H. Wandersee
    Pages 109-126

  10. Using Concept Mapping as a Knowledge Mapping Tool

    • James H. Wandersee
    Pages 127-142

  11. SemNet® Semantic Networking

    • Kathleen M. Fisher
    Pages 143-165

  12. The Paradox of the Textbook

    • David E. Moody
    Pages 167-184

  13. Back Matter

    Pages 185-215
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Keywords

About this book

Mapping 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.

Authors and Affiliations

  • San Diego University, USA

    Kathleen M. Fisher, David E. Moody

  • Louisiana State University, USA

    James H. Wandersee

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