Literaturnachweis - Detailanzeige
| Autor/inn/en | Haugwitz, Marion; Nesbit, John C.; Sandmann, Angela |
|---|---|
| Titel | Cognitive Ability and the Instructional Efficacy of Collaborative Concept Mapping |
| Quelle | In: Learning and Individual Differences, 20 (2010) 5, S.536-543 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1041-6080 |
| DOI | 10.1016/j.lindif.2010.04.004 |
| Schlagwörter | Concept Mapping; Collaborative Writing; Biology; Anatomy; Human Body; Cognitive Ability; Secondary School Students; Outcomes of Education; Teaching Methods; Science Instruction; Scores; Pretests Posttests; Instructional Effectiveness |
| Abstract | Data were gathered from 248 secondary students (14 years old, 56% female) who learned about the circulatory system in 77 self-selected collaborative groups. The learning outcomes of biology students who summarised by collaborative concept mapping were compared with those of students who summarised by collaborative writing. Learning groups randomly assigned to construct concept maps instead of conventional summaries generated more relations in the summary task and their members obtained higher individual scores on a post-test. The concept mapping strategy was found to be advantageous only for students whose cognitive ability was below the median for the sample and who were placed in groups with other students having low cognitive ability. (Contains 4 tables and 3 figures.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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