Static and Interactive Concept Maps for Chemistry Learning

Autor/inn/en	Wong, Rachel M.; Sundararajan, NarayanKripa; Adesope, Olusola O.; Nishida, Krista R. A.
Titel	Static and Interactive Concept Maps for Chemistry Learning
Quelle	In: Educational Psychology, 41 (2021) 2, S.206-223 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Rachel M.) ORCID (Adesope, Olusola O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1761299
Schlagwörter	Science Instruction; Concept Mapping; Chemistry; Undergraduate Students; College Science; Instructional Effectiveness; Scientific Concepts; Concept Formation; Science Achievement; Predictor Variables; Prior Learning; Active Learning; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept Map; Chemie; Unterrichtserfolg; Concept learning; Begriffsbildung; Prädiktor; Vorkenntnisse; Aktives Lernen
Abstract	Over 40 years of research, concept maps have shown that they are beneficial for learning. However, much of this research has been conducted in laboratory settings. Although there are a few studies conducted in the classroom, there is little understanding of the instructional efficacy of using different types of concept maps. In a between-subjects design, the present study investigates the effects of learning chemistry in a large undergraduate classroom with three concept mapping activities: static, fill-in-concepts, and fill-in-labels. Students reviewed a static map or completed a fill-in-the-blank concept map. Results show that students studying static concept maps outperformed those who engaged with the fill-in-the-blank concept maps. Further, prior knowledge was found to be a significant predictor of learning performance. Additional findings show that the accuracy of completing partial concept maps mediates the influence of concept map format on learning. Theoretical and practical implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01