Are High-Coherent Concept Maps Better for Prior Knowledge Activation? Differential Effects of Concept Mapping Tasks on High School vs. University Students

Autor/inn/en	Gurlitt, J.; Renkl, A.
Titel	Are High-Coherent Concept Maps Better for Prior Knowledge Activation? Differential Effects of Concept Mapping Tasks on High School vs. University Students
Quelle	In: Journal of Computer Assisted Learning, 24 (2008) 5, S.407-419 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2008.00277.x
Schlagwörter	High School Students; College Students; Concept Mapping; Learning Strategies; Prior Learning; Correlation; Learning Experience; Learning Processes; Web Based Instruction; Educational Technology; Computer Assisted Instruction; Prompting; Science Instruction; Physics; Recall (Psychology) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Concept Map; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vorkenntnisse; Korrelation; Lernerfahrung; Learning process; Lernprozess; Web Based Training; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Benutzerführung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Abberufung
Abstract	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 labeling lines as low-coherent, and the mapping task of labeling 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 labeling provided lines, while university physics majors benefited most from creating and labeling 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. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10