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Journal of Biological Education Volume 54, 2020 - Issue 1
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Articles

Using concept maps to characterise cellular respiration knowledge in undergraduate students

Heather E. Bergan-RollerDepartment of Biological Sciences, Northern Illinois University, DeKalb, IL, USAORCID Iconhttps://orcid.org/0000-0003-4580-7775View further author information
ORCID Icon,
Nicholas J. GaltDepartment of Science, Valley City State University, Valley City, ND, USAORCID Iconhttps://orcid.org/0000-0002-4950-4299View further author information
ORCID Icon,
Tomáš HelikarDepartment of Biochemistry, University of Nebraska-Lincoln, Lincoln, NE, USAORCID Iconhttps://orcid.org/0000-0003-3653-1906View further author information
ORCID Icon &
Joseph T. DauerSchool of Natural Resources, University of Nebraska-Lincoln, Lincoln, NE, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8971-0441View further author information
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Pages 33-46 | Published online: 08 Nov 2018

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C. Isabel Wagner, Thijs M.P. Bal, Monica F. Brinchmann, Leslie R. Noble, Joost A.M. Raeymaekers & Marit Bjørnevik. (2023) The concept map as a substitute for lectures: Effects on student performance and mental health. Cogent Education 10:1.
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Dina Nesimyan – Agadi & Orit Ben Zvi Assaraf. (2023) How can learners explain phenomena in ecology using evolutionary evidence from informal learning environments as resources?. Journal of Biological Education 57:1, pages 170-183.
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Lyrica Lucas, Tomáš Helikar & Joseph Dauer. (2022) Revision as an essential step in modeling to support predicting, observing, and explaining cellular respiration system dynamics. International Journal of Science Education 44:13, pages 2152-2179.
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Carl-Georg Bank & Heidi Daxberger. (2020) Concept Maps for Structuring Instruction and as a Potential Assessment Tool in a Large Introductory Science Course. Journal of College Science Teaching 49:6, pages 65-75.
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Gretchen P. King, Heather Bergan-Roller, Nicholas Galt, Tomáš Helikar & Joseph T. Dauer. (2019) Modelling activities integrating construction and simulation supported explanatory and evaluative reasoning. International Journal of Science Education 41:13, pages 1764-1786.
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Zara Teixeira, Rita Morgado, Cátia Marques, Carlos Gonçalves, Paula Carvalho, Ana Cunha & Cláudia Moreira. What children know and want to know about climate change: a prior-knowledge self-assessment. Environmental Education Research 0:0, pages 1-26.
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Asmaâ Sadki, Séverine Mateu‐Ramis, Gaëtane Leloup & Mariane Frenay. (2024) The quality of first‐year dental students' cognitive structures and the factors that influence it. European Journal of Dental Education.
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İsmail DÖNMEZ & Salih GÜLEN. (2023) Assessment of Changes in Teacher Candidates’ Perceptions of the Concept of the Environment. Journal of Qualitative Research in Education:36, pages 54-85.
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Aciang Iku-Silan, Gwo-Jen Hwang & Chih-Hung Chen. (2023) Decision-guided chatbots and cognitive styles in interdisciplinary learning. Computers & Education 201, pages 104812.
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Corina E. Brown & Richard M. Hyslop. (2023) Creative Ways of Presenting Metabolism to Prenursing Students. Journal of Chemical Education 100:7, pages 2627-2633.
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Bao Wang & Philippe J. Giabbanelli. (2023) Identifying Informative Features to Evaluate Student Knowledge as Causal Maps. International Journal of Artificial Intelligence in Education.
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Mateus Ligabo, Fabiana Carvalho Silva, Ana Carolina da S.A. Carvalho, Durval RodriguesJr.Jr. & Rita C.L.B. Rodrigues. (2023) Practical way to apply fourth-generation assessment tools integrated into creating meaningful learning experiences in biology at high school. Evaluation and Program Planning 96, pages 102155.
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Mojtaba Khajeloo & Marcelle A. Siegel. (2022) Concept map as a tool to assess and enhance students' system thinking skills. Instructional Science 50:4, pages 571-597.
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Rashmi Shivni, Christina Cline, Morgan Newport, Shupei Yuan & Heather E. Bergan-Roller. (2021) Establishing a baseline of science communication skills in an undergraduate environmental science course. International Journal of STEM Education 8:1.
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Philippe J. Giabbanelli & Andrew A. Tawfik. (2021) How Perspectives of a System Change Based on Exposure to Positive or Negative Evidence. Systems 9:2, pages 23.
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Caron A. C. Clark, Tomáš Helikar & Joseph Dauer. (2020) Simulating a Computational Biological Model, Rather Than Reading, Elicits Changes in Brain Activity during Biological Reasoning. CBE—Life Sciences Education 19:3, pages ar45.
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María Tomé-Fernández, Elvira Curiel-Marín & Elisabet Caraballo. (2020) Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks. Electronics 9:5, pages 876.
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