Are high-coherent concept maps better for prior knowledge activation? Differential effects of concept mapping tasks on high school vs. university students.
We investigated whether and how prior knowledge activation improves learning outcomes for high school (less experienced learners) and university students (experienced learners) in a hypertext environment. Map coherence was defined as the extent to which relationships between the concepts in the map...
| Publicado en: | Journal of Computer Assisted Learning Vol. 24; no. 5; pp. 407 - 420 |
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| Autores principales: | , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344544&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344544 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2008 vid: 24 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344544 105344544 2010457765 10.1111/j.1365-2729.2008.00277.x 105344544 ppf: 407 ppct: 13 formats: tig: atl: Are high-coherent concept maps better for prior knowledge activation? Differential effects of concept mapping tasks on high school vs. university students. aug: au: Gurlitt J Renkl A affil: Department of Psychology, Educational Psychology, University of Freiburg, Engelbergerstr. 41, D-79085 Freiburg, Germany; gurlitt@psychologie.unifreiburg. de sug: subj: Concept Mapping Knowledge Learning Methods Achievement Tests Adolescence Adult Analysis of Covariance Clinical Trials Coefficient alpha Colleges and Universities Comparative Studies Computer-Assisted Instruction Descriptive Statistics Female Funding Source Germany Male Mann-Whitney U Test Nonparametric Statistics Outcomes of Education Physics Education Random Assignment Regression Schools, Secondary Software Students, College Students, High School Human Adolescent: 13-18 years Adult: 19-44 years Female Male ab: We investigated whether and how prior knowledge activation improves learning outcomes for high school (less experienced learners) and university students (experienced learners) in a hypertext environment. Map coherence was defined as the extent to which relationships between the concepts in the map were made explicit. Therefore, we classified the mapping task of creating and labelling lines as low-coherent, and the mapping task of labelling provided lines as high-coherent. Learners were randomly assigned to the conditions of (1) high-coherent knowledge activation; (2) low-coherent knowledge activation; and (3) a baseline condition without prior knowledge activation. We found an overall effect for prior knowledge activation, learning experience, and an interaction between learning experience and the coherence of the prior knowledge activation task on learning outcomes. High school students benefited most from labelling provided lines, while university physics majors benefited most from creating and labelling lines. This interaction effect and effects of the specific mapping tasks on process measures support the claim that different prior knowledge activation tasks are suited for different groups of learners. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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