Concept map (English Wikipedia)

Analysis of information sources in references of the Wikipedia article "Concept map" in English language version.

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archive.org (Global: 6th place; English: 6th place)

doi.org (Global: 2nd place; English: 2nd place)

  • Lanzing, Jan (January 1998). "Concept mapping: tools for echoing the minds eye". Journal of Visual Literacy. 18 (1): 1–14 (4). doi:10.1080/23796529.1998.11674524. Although Novak originally started with the idea of hierarchical tree-shaped concept maps. This idea is not continued by the followers of Novak's technique or has either been dropped altogether. ... The difference between concept maps and mind maps is that a mind map has only one main concept, while a concept map may have several. This means that a mind map can be represented in a hierarchical tree structure.
  • Romance, Nancy R.; Vitale, Michael R. (Spring 1999). "Concept mapping as a tool for learning: broadening the framework for student-centered instruction". College Teaching. 47 (2): 74–79 (78). doi:10.1080/87567559909595789. JSTOR 27558942. Shavelson et al. (1994) identified a number of variations of the general technique presented here for developing concept maps. These include whether (1) the map is hierarchical or free-form in nature, (2) the concepts are provided with or determined by the learner, (3) the students are provided with or develop their own structure for the map, (4) there is a limit on the number of lines connecting concepts, and (5) the connecting links must result in the formation of a complete sentence between two nodes.

ihmc.us (Global: low place; English: low place)

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  • "Joseph D. Novak". Institute for Human and Machine Cognition (IHMC). Retrieved 2008-04-06.

jstor.org (Global: 26th place; English: 20th place)

  • Romance, Nancy R.; Vitale, Michael R. (Spring 1999). "Concept mapping as a tool for learning: broadening the framework for student-centered instruction". College Teaching. 47 (2): 74–79 (78). doi:10.1080/87567559909595789. JSTOR 27558942. Shavelson et al. (1994) identified a number of variations of the general technique presented here for developing concept maps. These include whether (1) the map is hierarchical or free-form in nature, (2) the concepts are provided with or determined by the learner, (3) the students are provided with or develop their own structure for the map, (4) there is a limit on the number of lines connecting concepts, and (5) the connecting links must result in the formation of a complete sentence between two nodes.

nagb.gov (Global: low place; English: low place)

psu.edu (Global: 207th place; English: 136th place)

citeseerx.ist.psu.edu

uiuc.edu (Global: 3,087th place; English: 2,519th place)

ecrp.uiuc.edu

web.archive.org (Global: 1st place; English: 1st place)

worldcat.org (Global: 5th place; English: 5th place)

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