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While it is true that some students have difficulty building concept maps and using these, at least early in their experience, this appears to result primarily from years of rote-mode learning practice in school settings rather than as a result of brain structure differences per se . So-called “learning style” differences are, to a large extent, derivative from differences in the patterns of learning that students have employed varying from high commitment to continuous rote-mode learning to almost exclusive commitment to meaningful mode learning. It is not easy to help students in the former condition move to patterns of learning of the latter type. While concept maps can help, students also need to be taught something about brain mechanisms and knowledge organization, and this instruction should accompany the use of concept maps. The information in the above paragraphs should become part on the instructional program for skillful use of concept maps. The information provided in this document could be part of this instruction. Other ideas for improving instruction to achieve understanding of the subject is available elsewhere (Mintzes et al. , 1998).
Interval scales maintain an equal interval between numbers. These scales can be used for ranking and for measuring the interval between two numbers. Since the zero point is arbitrary, ratios cannot be taken between numbers on an interval scale; however, mean, median, and mode are all valid. Example: temperature scale