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Drawing from classroom experiences and surveys of terms in two widely used textbooks, this work compiles a structured set of linking words and phrases. The list supports forming propositions for biological concept maps, especially in freshman biology, and can be adapted for more advanced coursework.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/linking-phrases-for-concept-mapping-in-introductory-college-biology-a-resource/594918/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/linking-phrases-for-concept-mapping-in-introductory-college-biology-a-resource/594918.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main contribution of the resource described in the paper?","Question",{"text":112,"@type":113},"The paper provides a curated list of linking words and phrases (over 50) to help compose propositions within biological concept maps, primarily for freshman biology but adaptable to advanced courses.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},594918,1793131743,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":136,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Linking Phrases for Concept Mapping in Introductory College Biology  \nRobert Javonillo 1, and Catherine Martin-Dunlop2  \n1Corresponding author. Dept. of Biology, Morgan State University, Baltimore, Maryland.  \n[robert.javonillo@morgan.edu](robert.javonillo@morgan.edu)  \n2Center for Excellence in Teaching and Learning, Morgan State University, Baltimore, Maryland  \nAbstract  \nConcept maps can be used in undergraduate biology as ways to visually communicate the relationships among things and events. One strength of concept mapping is that there is not just a single, correct way to compose one, given a list of particular concepts. Nevertheless there seem to be associations among ideas that are expressed frequently while teaching biology. For example, hierarchical relationships among structures and steps within processes are two common kinds of relationships that students encounter regularly. Based on our own classroom experiences and surveys of concepts appearing in two popular textbooks, we provide here a resource for composing propositions within biological concept maps. This list of more than 50 linking words and phrases is appropriate for freshman biology but can be adapted for use in more advanced courses.  \nKeywords: Mind maps, college science education, logical relationships   \nIntroduction  \nThe types of courses taken by a first-year undergraduate are usually formal introductions to particular scholarly disciplines. Success in such courses is required to then proceed to more advanced courses within that particular major field of study. However, these courses can act as veritable academic minefields to students, and are often referred to as gatekeeper or weeding-out courses because they frequently result in students doing poorly (and thus requiring a repeat term in the course), switching majors, or withdrawing from higher educationaltogether.  \nThe issue of gatekeeper courses is especially acute for STEM majors. Whether the time spent until entry into a STEM career is referred to as a pathway, pipeline (Shaw et al., 2012; Allen-Ramdial & Campbell, 2014; Miller & Wai, 2015), or other metaphor, such experience involves a variety offactors that can either retain or repel students from the discipline. In some cases lack of success in an introductory STEM course (including required STEM courses outside of one’s own STEM major) could determine whether a student continues to pursue any STEM career whatsoever. Decisions to abandon a STEM major may thus be based on the perceived rigidity of curricula and difficulty of courses within it. In other words, the timing and sequence of courses within a degree program do not allow a student to graduate “on time” if he fails any one particular course. (For the sake of brevity, we will not address here what constitutes an appropriate amount of time to complete degree requirements.) Another, related factor that may enter a student’s decision-making process about whether to pursue a STEM degree has to do with what has been called the “push-pull” of majors. That is, majoring in a STEM discipline can be  \nperceived as more difficult, less interesting, or otherwise less rewarding than majoring in a nonSTEM discipline. The connection between introductory courses and the push-pull of majors was highlighted by Chambliss and Takacs (2014), who observed that a student’s experience with her first professor in an academic discipline (e.g., an instructor of an introductory course) had a notable effect on whether that student decided to stay within that major.  \nThe high vocabulary load of introductory biology courses may be a barrier to student success and may, in turn, have several contributing factors. One has todo with choices by individual professors to include more vocabulary than is absolutely necessary to attain their teaching goals and their students’ concordant learning outcomes. Instructors’ choices, in turn, maybe driven by textbooks and their publishers’ decisions to increase the amount of in","cbCaiedPP9jAOMz5","https://ap.wps.com/l/cbCaiedPP9jAOMz5","pdf",277633,"English","# Abstract\n# Introduction\n## Gatekeeper courses and STEM pathways\n## Vocabulary load and terminology barriers\n## Meaningful learning and concept-map foundations","[{\"question\":\"What is the main contribution of the resource described in the paper?\",\"answer\":\"The paper provides a curated list of linking words and phrases (over 50) to help compose propositions within biological concept maps, primarily for freshman biology but adaptable to advanced courses.\"}]","Linking Phrases for Concept Mapping in Introductory College Biology - a resource | PDF",1792080091,13]