Analytical and Bioanalytical Chemistry

, Volume 402, Issue 6, pp 1979–1986 | Cite as

The use of concept maps for knowledge management: from classrooms to research labs

ABCs of Teaching Analytical Science

References

  1. 1.
    Friedman TL (2007) The world is flat [updated and expanded]: a brief story of the twenty-first century. Picador, New YorkGoogle Scholar
  2. 2.
    UNESCO (2005) Towards knowledge societies: UNESCO world report. UNESCO Publishing, Paris. http://unesdoc.unesco.org/images/0014/001418/141843e.pdf. Accessed 9 January 2012
  3. 3.
    Sawyer RK (2006) Educating for innovation. Think Skill Creativity 1:41–48CrossRefGoogle Scholar
  4. 4.
    Gardner H (2006) Five minds for the future. Harvard Business School Publishing, BostonGoogle Scholar
  5. 5.
    Senge PM (1994) The fifth discipline: the art and practice of the learning organization. Doubleday, New YorkGoogle Scholar
  6. 6.
    Senge PM, McCabe NHC, Lucas T, Kleiner A, Dutton J, Smith B (2000) Schools that learn: a fifth discipline field book for educators, parents, and everyone who cares about education. Doubleday, New YorkGoogle Scholar
  7. 7.
    Novak JD (2010) Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations, 2nd edn. Routledge, New YorkGoogle Scholar
  8. 8.
    Davies M (2011) Mind mapping, concept mapping, argument mapping: what are the differences and do they matter? High Educ 62:279–301CrossRefGoogle Scholar
  9. 9.
    Moon BM, Hoffman RR, Novak JD, Cañas AJ (2011) Applied concept mapping: capturing, analyzing, and organizing knowledge. CRC Press, Boca RatonGoogle Scholar
  10. 10.
    Liberato C (2004) Conceiving of concept maps to foster meaningful learning: An interview with Joseph D. Novak. J Chem Educ 81:1303–1308CrossRefGoogle Scholar
  11. 11.
    Hay DB (2007) Using concept maps to measure deep, surface and non-learning outcomes. Stud High Educ 32:39–57CrossRefGoogle Scholar
  12. 12.
    Hay DB, Kinchin IM, Lygo-Baker S (2008) Making learning visible: the role of concept mapping in higher education. Stud High Educ 33:295–311CrossRefGoogle Scholar
  13. 13.
    Hay DB, Wells H, Kinchin IM (2008) Quantitative and qualitative measures of student learning at university level. High Educ 56:221–239CrossRefGoogle Scholar
  14. 14.
    Torres PL, Marriott RCV (2009) Handbook of research on collaborative learning using concept mapping. Information Science Reference, HersheyCrossRefGoogle Scholar
  15. 15.
    Lattuca LR (2001) Creating interdisciplinarity: interdisciplinary research and teaching among college and university faculty. Vanderbilt University Press, NashvilleGoogle Scholar
  16. 16.
    Lattuca LR, Voigt LJ, Fath KQ (2004) Does interdisciplinarity promote learning? Rev High Educ 28:23–48CrossRefGoogle Scholar
  17. 17.
    Fischer F, Bruhn J, Gräsel C, Mandl H (2002) Fostering collaborative knowledge construction and visualization tools. Learn Instr 12:213–232CrossRefGoogle Scholar
  18. 18.
    Harvey D (2011) Analytical Chemistry 2.0. Available at ASDL website: http://www.asdlib.org/onlineArticles/ecourseware/Analytical%20Chemistry%202.0/Welcome.html. Accessed 9 January 2012
  19. 19.
    Visser J, Visser-Valfray M (2008) Learners in a changing landscape: reflections from a dialogue on new roles and expectations. Springer, New YorkGoogle Scholar
  20. 20.
    Wandersee JH (1990) Concept mapping and the cartography of cognition. J Res Sci Teach 27:923–936CrossRefGoogle Scholar

Copyright information

© Springer-Verlag 2012

Authors and Affiliations

  1. 1.Escola de Artes, Ciências e HumanidadesUniversidade de São PauloSão PauloBrazil

Personalised recommendations