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Please use this identifier to cite or link to this item: http://13.126.40.108:8080/xmlui/handle/123456789/159
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dc.contributor.authorDhankher, Amita-
dc.date.accessioned2019-03-18T09:58:14Z-
dc.date.available2019-03-18T09:58:14Z-
dc.date.issued2012-04-10-
dc.identifier.urihttp://172.30.8.206:8080/jspui/handle/123456789/159-
dc.descriptionPersonal use of this material is permitted. However, for any use other than the copyright act clause dealing with "fair use" permission may be obtained from RIE Bhopalen_US
dc.description.abstractHuman beings are meaning makers. From a very early age the human brain endeavors to construct order from apparent chaos. The approach to teaching and development and sharing of this personalized meaning is a goal of the learning embodied within Human constructivism. (sensu Mintzes et aI., 1998). Shambaugh (1995) supported this approach and described the classroom use of a range of visual tools which aid the construction of understanding. Within the broad range of visual construction devices or graphic organizers', the research literatureen_US
dc.language.isoenen_US
dc.publisherRegional Institute of Education, Bhopalen_US
dc.relation.ispartofseriesD-355;-
dc.subjectConcept Mappingen_US
dc.subjectStudy Habitsen_US
dc.subjectSecondary School Studentsen_US
dc.titleRelationship between Concept Mapping and Study Habits among Secondary School Studentsen_US
dc.typeOtheren_US
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