Conclusion (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
In conclusion, researchers have shown that concept maps, or ordered trees, are useful for discriminating between teachers who hold different assumptions about the teaching of literacy. Further, they present evidence suggesting that content, as well as structure, of teachers’ concept maps should be examined and that it is useful to allow teachers to spontaneously generate their own nodes.
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Psychology
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Empirical Science
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Lit-Review (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
RQ (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Aim (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Hypothesis (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Methods (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Results (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Discussion (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Conclusion (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Limitations (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)