Relationship between Concept Mapping and Study Habits among Secondary School Students

Dhankher, Amita

dc.contributor.author	Dhankher, Amita
dc.date.accessioned	2019-03-18T09:58:14Z
dc.date.available	2019-03-18T09:58:14Z
dc.date.issued	2012-04-10
dc.identifier.uri	http://172.30.8.206:8080/jspui/handle/123456789/159
dc.description	Personal 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 Bhopal	en_US
dc.description.abstract	Human 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 literature	en_US
dc.language.iso	en	en_US
dc.publisher	Regional Institute of Education, Bhopal	en_US
dc.relation.ispartofseries	D-355;
dc.subject	Concept Mapping	en_US
dc.subject	Study Habits	en_US
dc.subject	Secondary School Students	en_US
dc.title	Relationship between Concept Mapping and Study Habits among Secondary School Students	en_US
dc.type	Other	en_US