Comment on “Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping”

Mintzes, Joel J.; Cañas, Alberto J.; Coffey, John W.; Gorman, James; Gurley, Laine; Hoffman, Robert R.; McGuire, Saundra Yancy; Miller, Norma; Moon, Brian; Trifone, James D.; Wandersee, James H.

doi:10.1126/science.1203698

Cited by 25 publications

(20 citation statements)

References 5 publications

(2 reference statements)

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“…To construct structured knowledge different teaching methods promoting meaningful learning are proposed (Ivie, 1998;Karpicke, 2012;Nesbit and Adescope, 2006). Among them, recent work addressed the question of which of the learning methods-active retrieval or CM elaboration-is the most powerful to achieve meaningful learning (Karpicke and Blunt, 2011;Mintzes et al, 2011). Retrieval is a process using available cues to actively reconstruct knowledge.…”

Section: Discussionmentioning

confidence: 99%

A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps

Chevron

2014

Perspectives in Science

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Developing meaningful learning is not only difficult to achieve but also time consuming, because it requires a large number of different skills to develop and master. Many studies have shown that organizing knowledge in concept maps helps teachers and students to develop such a meaningful learning (Nesbit, J.C., Adescope, O.O., 2006. Learning with concept and knowledge maps: a metaanalysis. Rev. Educ. Res. 76:3, 413-446). . Longman, New York), this study proposes to characterize and to organize precisely, rigorously, and operationally in a two-dimensional matrix, the skills exercised during the elaboration of concept maps, here referred to as context-dependent and hierarchically structured concept maps (sCM). These skills correspond to those actually needed in transfer of knowledge, and the matrix could be used as an instructional tool to assist learners and teachers in this transfer. In addition it allows them to pay attention to the cognitive processes and types of knowledge involved during sCM elaboration. Making explicit the taxonomic levels of cognitive efforts implemented while organizing knowledge in a concept map could constitute a useful metacognitive tool to focus the teachers and learners' attention and efforts towards achieving higher-order thinking skills and meaningful learning.Please cite this article as: Chevron, M.-P., A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps. Perspectives in Science (2014), http://dx.

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Section: Discussionmentioning

confidence: 99%

A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps

Chevron

2014

Perspectives in Science

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“…Training in the use of knowledge maps, including developing a map, is an important condition in achieving these benefits (O'Donnell et al, ; cf. Mintzes et al, ). Similarly, causal maps enable group members to literally see what is discussed (Shields, ; Bryson et al, ).…”

Section: The Impact Of Model Usementioning

confidence: 99%

Potential benefits of model use in group model building: insights from an experimental investigation

McCardle-Keurentjes

Rouwette

Vennix

et al. 2018

System Dynamics Review

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How do individuals discover the feedback structure of a situation? Does such knowledge help people design and select better decisions? Do decision aids such as causal loop diagrams help? These questions have so far received limited research attention in controlled studies in system dynamics. Here we test the effectiveness of different methods commonly used in group decision settings such as group model building workshops. We employed a hidden profile experimental design in which each individual in a group possessed private information that must be shared to arrive at a good solution-in this case, policies to improve performance. The task placed participants in the role of a manager in a department at the Saturday Evening Post. Processing of department-specific information will be needed to discover the full feedback structure. We compare decision quality and structural understanding across four conditions: (i) a control setting in which participants only receive minutes of a meeting; (ii) a setting in which participants are actively engaged in qualitative modeling (developing a causal loop diagram); (iii) a setting in which participants receive a causal loop diagram as a decision aid; and (iv) setting (iii) but with all participants given full information. Model use had no effect on the importance participants attached to critical information, understanding of model structure, or confidence in their decisions. However, for participants actively engaged in modeling, we found a substantial correlation between importance attached to critical information, understanding, and confidence. The results have implications for group model building research and practice.

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“…Studies on the benefit of retrieval practice have only recently become more common, yet several have shown that there are significant mnemonic effects (7,15). However, a major limitation to these studies, as pointed out by Mintzes et al (9), is that this research was carried out in a psychology laboratory setting rather than as an embedded intervention in a real undergraduate course.…”

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confidence: 99%

The effectiveness of concept mapping and retrieval practice as learning strategies in an undergraduate physiology course

Burdo

O’Dwyer

2015

Advances in Physiology Education

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Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of information, whereas retrieval practice involves retrieving information that was previously coded into memory. The relative benefits of these two methods have never been tested against each other in a classroom setting. Our study was designed to investigate whether or not concept mapping or retrieval practice produced a significant learning benefit in an undergraduate physiology course as measured by exam performance and, if so, was the benefit of one method significantly greater than the other. We found that there was a trend toward increased exam scores for the retrieval practice group compared with both the control group and concept mapping group, and that trend achieved statistical significance for one of the four module exams in the course. We also found that women performed statistically better than men on the module exam that contained a substantial amount of material relating to female reproductive physiology.

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Comment on “Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping”

Cited by 25 publications

References 5 publications

A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps

A metacognitive tool: Theoretical and operational analysis of skills exercised in structured concept maps

Potential benefits of model use in group model building: insights from an experimental investigation

The effectiveness of concept mapping and retrieval practice as learning strategies in an undergraduate physiology course

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