Abstract:
Learning the concept of photosynthesis and electricity at university level, students have some everyday experiences of growth of green plants and of the everyday use of light and power• In this paper changes in students' conceptual development are mapped over the period from university entry through the period of learning symbolic knowledge in first year university studies in Biology and Physics• The technique of concept mapping will be described and illustrated• Changes will be reported in terms of definitions, links and branches of concept maps, and perhaps more importantly, in the integral structure. Further development of this project will be discussed from a phenomenographic perspective.