Evaluating a Concept Mapping Training Programme by 10 and 13 Year-Old Students

Autor/in	Habók, Anita
Titel	Evaluating a Concept Mapping Training Programme by 10 and 13 Year-Old Students
Quelle	In: International Electronic Journal of Elementary Education, 4 (2012) 3, S.459-472 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Foreign Countries; Concept Mapping; Science Instruction; Definitions; Grammar; Hungarian; Academic Achievement; Achievement Tests; Grade 4; Grade 7; Control Groups; Experimental Groups; Measures (Individuals); Elementary School Students; Reliability; Pretests Posttests; Hungary; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Concept Map; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Begriffsbestimmung; Grammatik; Ungar; Ungarisch; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; School year 07; 7. Schuljahr; Schuljahr 07; Messdaten; Reliabilität; Ungarn
Abstract	The PISA 2000 study found large differences between countries in terms of quality of learning. In some countries, students prefer rote learning to meaningful learning. However, such memorisation of the material does not lead to recallable and usable knowledge in the long run. Ausubel's (1968) well-known theory serves as a basis for several techniques of meaningful learning, including concept mapping, which emphasises the visual organization of comprehended information. The present study reports the results of an experiment using concept mapping for deepening students' understanding of teaching materials. It focuses on definitions frequently used in science and Hungarian grammar lessons. Results indicate that concept mapping training programmes can improve participants' achievement. Experiences show that the technique of concept mapping is frequently unfamiliar to students. More time would be needed for practising and using it in different learning situations. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01