The second segment of a two part article concerning Concept Mapping, by Drs. Howard Zeitz and Angelo Pinto, is presented in this issue. As stated before, the value of Concept Mapping in the educational process is firmly established and its use in a variety of settings has been demonstrated clearly. Concept Mapping should not be considered primarily as a tool in problem-based-learning but rather as a valuable tool to be used by individual students in reviewing material, in small group discussions in a lecture course, and even in lecturing. We hope that these two articles will help unfamiliar faculty to become aware of the pedagogic potential of Concept Maps. Try it!
Note: The Editors of the Basic Science Educator continue to seek articles from readers concerning innovations in teaching and learning. Call me if you have an idea for an article. (215-762-7947).
INNOVATIONS IN BASIC SCIENCE TEACHING AND LEARNING
ASSOCIATE EDITOR: Thomas M. Devlin, Ph.D.
Professor and Chair, Department of Biological Chemistry
Hahnemann University, Broad & Vine Streets
M.S. #411, Philadelphia, PA 19102-1192