An Exploration of the Concept Map as an Interview Tool To Facilitate the Externalization of Students' Understandings about Global Atmospheric Change.

Investigates the effectiveness of two different types of interviews: one that embeds a concept map, and one that does not embed a concept map in order to elicit post-instructional understandings. Focuses on students' understandings of chlorofluorocarbons and their role in global atmospheric change. Contains 71 references. (DDR)