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This study investigated how using concept maps affects meaning formation and schemata organization of a biology course content. Here, high school students taking an introductory course on biology were required to provide conceptual definitions for ten course-relevant target concepts by using a natural semantic network technique. This allowed us to computer-simulate schemata behavior and select schemata-related concepts that were used to compare these word pairs against other semantic relateddoi:10.4236/ce.2018.916203 fatcat:zl577bctwbhu5bqz646a2w52q4