Learning with Retrieval-Based Concept Mapping

Autor/inn/en	Blunt, Janell R.; Karpicke, Jeffrey D.
Titel	Learning with Retrieval-Based Concept Mapping
Quelle	In: Journal of Educational Psychology, 106 (2014) 3, S.849-858 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035934
Schlagwörter	Concept Mapping; Recall (Psychology); Inferences; Learning Processes; Writing (Composition); Learning Activities; Study Habits; Learning Strategies; Undergraduate Students; Science Instruction; Scoring; Statistical Analysis; Instructional Effectiveness; Indiana + Suchen Sie Ihr Suchwort? Concept Map; Abberufung; Inference; Inferenz; Learning process; Lernprozess; Schreibübung; Lernaktivität; Study behavior; Study behaviour; Studienverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bewertung; Statistische Analyse; Unterrichtserfolg
Abstract	Students typically create concept maps while they view the material they are trying to learn. In these circumstances, concept mapping serves as an elaborative study activity--students are not required to retrieve the material they are learning. In 2 experiments, we examined the effectiveness of concept mapping when it is used as a retrieval practice activity. In Experiment 1, students read educational texts and practiced retrieval either by writing down as many ideas as they could recall in paragraph format or by creating a concept map (retrieval-based concept mapping). In Experiment 2, we factorially crossed the format of the activity (paragraph vs. concept map) and the presence or absence of the text (i.e., whether the activity involved repeated studying or retrieval practice). On a final test 1 week later that assessed verbatim knowledge and inferencing, both paragraph and concept map retrieval practice formats produced better performance than additional studying, but the 2 retrieval formats themselves did not differ. The results demonstrate the effectiveness of concept mapping when it is used as a retrieval practice activity and show that retrieval itself, rather than merely the act of writing, drives the benefits of retrieval-based learning activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01