Abstract
This paper focuses on the use of concept maps by year 7 students in three rural schools in New South Wales, Australia. The study examined the views of students, teachers and teacher librarians on the use of concept maps and on the extent to which students would transfer concept mapping skills across time and across subjects. Grounded theory was used as the method for the study. Data was gathered via student diaries, questionnaires and interviews, and teacher and teacher librarian interviews. Data was analysed and interpreted using grounded theory techniques. Findings indicated that transfer was a complex issue for students and school staff.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
