Concept Mapping – Learning Strategy is Something You Must Learn

Sumfleth, Elke; Neuroth, Jasmin; Leutner, Detlev

doi:10.1002/ckon.201010114

Cited by 8 publications

(4 citation statements)

References 13 publications

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“…In line with other findings Jin and Wong, 2010;Sumfleth et al, 2010), we assume that CMs training and the control training are not sufficient to enable students to construct concept maps. A specific training in the construction of concept maps is needed to improve students' ability to construct concept map as suggested by other authors (e.g., den Elzen-Rump and Leutner, 2007;Sumfleth et al, 2010;Großschedl and Tröbst, 2018).…”

Section: Learning Performance and Concept Map Qualitysupporting

confidence: 81%

“…Trainings (i.e., extended periods of practice) increase familiarity and hence support learning effectiveness. It was shown that CM-c trainings improve the ability to construct concept maps (den Elzen-Rump and Leutner, 2007;Jin and Wong, 2010;Sumfleth et al, 2010;Leopold and Leutner, 2015;Becker et al, 2021). In line with this, it was observed that expertise in the use of knowledge maps (Chmielewski and Dansereau, 1998) and concept maps (Chang et al, 2002) improves knowledge structuring and information encoding when summarizing texts.…”

Section: Construction and Study Of Concept Maps -Training Cognitive L...mentioning

confidence: 84%

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Comparing Construction and Study of Concept Maps – An Intervention Study on Learning Outcome, Self-Evaluation and Enjoyment Through Training and Learning

Lenski

Elsner²,

Großschedl³

2022

Front. Educ.

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Concept maps are graphical tools for organizing and representing knowledge. They are recommended for biology learning to support conceptual thinking. In this study, we compare concept map construction (CM-c, i.e., creating concept maps) and concept map study (CM-s, i.e., observing concept maps). Existing theories and indirect empirical evidence suggest distinct effects of both formats on cognitive, metacognitive and emotional aspects of learning. We developed a CM-c training, a CM-s training, and a brief introduction to concept maps (control training) for junior high school students. We investigated effects on learning performance, concept map quality, cognitive load (cognitive effects), accuracy of self-evaluation (metacognitive effects) and enjoyment (emotional effects) of these trainings in a subsequent learning phase (CM-c learning vs. CM-s learning) in a quasi-experimental two-factorial study with 3 × 2 groups (N = 167), involving the factors training type and learning type. Results reveal that CM-c training increased learning performance and concept map quality. Effects of CM-c training on learning performance transferred onto learning with CM-s. Self-evaluation was slightly more accurate after CM-c training than CM-s training. Students reported moderate, and highly varying enjoyment during CM-c and CM-s learning. The superiority of CM-c over CM-s in learning performance and concept map quality probably lies in its characteristic of being an active learning strategy. We recommend practitioners to favor CM-c training over CM-s training, and foster students’ active engagement and enjoyment.

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Section: Learning Performance and Concept Map Qualitysupporting

confidence: 81%

Section: Construction and Study Of Concept Maps -Training Cognitive L...mentioning

confidence: 84%

Comparing Construction and Study of Concept Maps – An Intervention Study on Learning Outcome, Self-Evaluation and Enjoyment Through Training and Learning

Lenski

Elsner²,

Großschedl³

2022

Front. Educ.

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“…Furthermore, regarding analysis and editing of given concept maps within the error task, the T+ and T− groups performed similar concerning the number of errors detected, but T+ participants corrected these errors considerably more adequately (see Section 3.2). This result implies that the number of detected, and somehow corrected, errors is largely unaffected by the intensity of a CM training, but an extensive CM training can obviously decrease the bias toward correcting errors improperly, which in turn indicates a better understanding of methodical aspects of CM [79,88]. Finally, regarding the number of methodical mistakes made when creating own concept maps both in the learning and in the test phase, participants of the T+ groups clearly outperform those of the T− groups by showing significantly reduced the CM error ratios (see Section 3.5.2).…”

Section: Decision On Hypothesismentioning

confidence: 99%

“…Since CM stimulates the aforementioned processes of organization and elaboration in the course of working on learning material [87], the experimental design of constructing concept maps with simultaneous availability of a learning text (elaboration setting) seems the obvious configuration to enable the learners to understand the text using CM before their learning success is measured [38,71,88].…”

Section: Previous Research On the Effectiveness Of Concept Mapping In Retrieval Settingsmentioning

confidence: 99%

Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping

Becker¹,

Welter²,

Großschedl³

2021

Education Sciences

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Concept mapping (CM) can be an effective strategy to facilitate understanding-based learning of complex and abstract scientific content. In our study, we tried to answer two questions that have not yet been clarified: (1) How effective is CM if the learners do not have the textual learning material available when constructing their concept maps (retrieval setting) in contrast to when the material is available (elaboration setting)? (2) Do potential effects of the two settings depend on the intensity of a previous CM strategy training? To this end, we established a quasi-experimental four-group plan and collected data of N = 93 undergraduate students. The participants received either a detailed CM strategy training or just a short introduction and were then asked to apply CM in a retrieval or elaboration setting. The quality of constructed concept maps and content-related learning success were assessed to determine potential group differences. Overall, our results show a significantly positive but setting-independent effect of the CM strategy training on methodical CM skills. However, the different setting conditions differed neither regarding concept map quality nor content-related learning success, implying that CM in retrieval settings could be as effective as in elaboration settings.

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Analyse der Schüler‐Schüler‐Kommunikation im Chemieunterricht Entwicklung und Erprobung eines Kategoriensystems

Knobloch

Sumfleth

Walpuski

2011

Chemkon

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Stichworte: Fachkommunikation · Kleingruppenarbeit · Videoanalyse Development of a category system to analyse student-student communication in chemistry educationAbstract: Communication in class has played an important role since it became its own area of competence in the national educational standards. According to this, subject-specifi c communication of students should be fostered. But in normal lessons the teacher dominates the communication. The present article refers to a study which aims to develop an analysis instrument to estimate the quality of subject-specifi c statements in chemistry education. On the basis of content-knowledge tests and video data, the content-related communication characteristics of small-groups with a high learning achievement and a low learning achievement are described. On the basis of this analysis hints are given to optimise the student-student communication.

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Concept Mapping – Learning Strategy is Something You Must Learn

Cited by 8 publications

References 13 publications

Comparing Construction and Study of Concept Maps – An Intervention Study on Learning Outcome, Self-Evaluation and Enjoyment Through Training and Learning

Comparing Construction and Study of Concept Maps – An Intervention Study on Learning Outcome, Self-Evaluation and Enjoyment Through Training and Learning

Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping

Analyse der Schüler‐Schüler‐Kommunikation im Chemieunterricht Entwicklung und Erprobung eines Kategoriensystems

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