The Effectiveness of Collaborative Mind Mapping in Hong Kong Primary Science Classrooms-Reference-Cited by-同舟云学术

The Effectiveness of Collaborative Mind Mapping in Hong Kong Primary Science Classrooms

Published:2022-04-29 Issue:3 Volume:21 Page:899-922
ISSN:1571-0068
Container-title:International Journal of Science and Mathematics Education
language:en
Short-container-title:Int J of Sci and Math Educ

Author:

Fung Dennis^ORCID,Liang Tim

Funder

General Research Fund

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

https://link.springer.com/content/pdf/10.1007/s10763-022-10279-1.pdf

Reference58 articles.

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2. Anthony, G., & Hunter, R. (2017). Grouping practices in New Zealand mathematics classrooms: Where are we at and where should we be? New Zealand Journal of Educational Studies, 52(1), 73–92. https://doi.org/10.1007/s40841-016-0054-z.

3. Araujo, R. C., & Gadanidis, G. (2020). Online collaborative mind mapping in a mathematics teacher education program: A study on student interaction and knowledge construction. ZDM Mathematics Education, 52(5), 943–958. https://doi.org/10.1007/s11858-019-01125-w.

4. Balim, A. G. (2013). The effect of mind-mapping applications on upper primary students’ success and inquiry-learning skills in science and environment education. International Research in Geographical and Environmental Education, 22(4), 337–352. https://doi.org/10.1080/10382046.2013.826543

5. Bawaneh, A. K. (2019). The effectiveness of using mind mapping on tenth grade students’ immediate achievement and retention of electric energy concepts. Journal of Turkish Science Education, 16(1), 123–138.

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