Psychological Development and Education ›› 2004, Vol. 20 ›› Issue (1): 29-33.
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XU Hong-lin1, LIU En-shan2
| [1] Deese J.The structure of association in Ianguage and througth.Baltimaore, USA: The Johns Mopkins Universtiy Press, 1965. [2] Geeslin W E, Shavelson R J. An exploratory anlysis of hte representation of mathematical structure in students'congintive structures.American Educational Research Journal, 1975,21,21-39. [3] Preece P F W. Mapping congnitive structure-a comparison of methods. Journal of Educational Psychology, 1968,5,1-8. [4] Johnstone A H, Moynihan T F. The relationship between performances in word associate tests and achievement in chemistry. European Journal of Science Education, 1985,7,57-66. [5] Cachapuz A F C, Maskill R. Detecting changes with learning in the organization of knowledge: use of word association tests to follow the learning of collision theory. International Jounal of Science Education,1987,9,491-504. [6] Kounios J, Holcomb P J. Structure and Process in semantic memory:evidence from event-related brain potentials and reaction times.Jounral of Experimental Psychology: General, 1992,121,459-479. [7] Novak F D, Gowin D B. Learning How to learn, New York:Combridge University Press,1984. [8] 徐洪林,康长运,刘恩山.概念图的研究及其进展.科学教育,2003,3,39. [9] Wandersee F H K. Concept mapping and cartography of cognition. Jounral of Research in Science Teaching, 1990,279100,923-936. [10] 徐洪林,刘恩山.生物学教学中引入概念图策略的实验研究.生物学通报,2003,3(38),39. |
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