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Journal of Biological Education Volume 45, 2011 - Issue 4
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Visualising knowledge structures in biology: discipline, curriculum and student understanding

Ian M. Kinchin King’s Learning Institute, King’s College London, London, UKCorrespondence[email protected]
Pages 183-189 | Published online: 28 Oct 2011

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Dario Torre, Deborah German, Barbara Daley & David Taylor. (2023) Concept mapping: An aid to teaching and learning: AMEE Guide No. 157. Medical Teacher 45:5, pages 455-463.
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Ian M. Kinchin, Naomi E. Winstone & Emma Medland. (2021) Considering the concept of recipience in student learning from a modified Bernsteinian perspective. Studies in Higher Education 46:11, pages 2296-2308.
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Cristiane Tolentino Machado & Ana Amélia Carvalho. (2020) Concept Mapping: Benefits and Challenges in Higher Education. The Journal of Continuing Higher Education 68:1, pages 38-53.
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Mark Winterbottom. (2020) Concept mapping and the importance of dialogue. Journal of Biological Education 54:1, pages 1-2.
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Heather E. Bergan-Roller, Nicholas J. Galt, Tomáš Helikar & Joseph T. Dauer. (2020) Using concept maps to characterise cellular respiration knowledge in undergraduate students. Journal of Biological Education 54:1, pages 33-46.
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Matthew James Dunn. (2019) Threshold concepts and the troublesome transition from GCSE to A-level: exploring students’ experiences in secondary school biology. The Curriculum Journal 30:4, pages 375-391.
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Marnel Mouton & Edward Archer. (2019) Legitimation code theory to facilitate transition from high school to first-year biology. Journal of Biological Education 53:1, pages 2-20.
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Naim Kapucu. (2017) Competency-based Curriculum Mapping as a Tool for Continuous Improvement for Master of Public Administration (MPA) Programs. International Journal of Public Administration 40:11, pages 968-978.
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Ian Kinchin, Anesa Hosein, Emma Medland, Simon Lygo-Baker, Steven Warburton, Darren Gash, Roger Rees, Colin Loughlin, Rick Woods, Shirley Price & Simon Usherwood. (2017) Mapping the development of a new MA programme in higher education: comparing privately held perceptions of a public endeavour. Journal of Further and Higher Education 41:2, pages 155-171.
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Süleyman Akçay. (2017) Prospective elementary science teachers’ understanding of photosynthesis and cellular respiration in the context of multiple biological levels as nested systems. Journal of Biological Education 51:1, pages 52-65.
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Jigna Nawani, Julia Rixius & Birgit J. Neuhaus. (2016) Influence of using challenging tasks in biology classrooms on students’ cognitive knowledge structure: an empirical video study. International Journal of Science Education 38:12, pages 1882-1903.
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Karthigeyan Subramaniam & Pamela Esprívalo Harrell. (2015) An analysis of prospective teachers’ knowledge for constructing concept maps. Educational Research 57:3, pages 217-236.
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David Slingsby. (2014) Stepping down. Journal of Biological Education 48:2, pages 55-56.
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IanM. Kinchin. (2014) Concept Mapping as a Learning Tool in Higher Education: A Critical Analysis of Recent Reviews. The Journal of Continuing Higher Education 62:1, pages 39-49.
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