Effects of a concept mapping‐based problem‐posing approach on students’ learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts

Abstract

In language courses, it is important to foster students’ systematic thinking and to develop their competence to express, appreciate, criticize and reflect, in particular in such courses as classical Chinese, which aim to develop students’ cultural and literature knowledge. Problem posing is a promising strategy to achieve this objective. However, without sufficient supports, students could feel frustrated since problem posing is a challenging task, in particular for young students. In this study, a fill‐in concept mapping‐based problem‐posing approach was proposed to address this problem. A learning system was developed based on the proposed approach and a quasi‐experiment was conducted on an eighth‐grade classical Chinese course to evaluate the performance of the proposed approach. The experimental results show that the concept mapping‐based problem‐posing approach improved the students’ learning achievement, critical thinking tendency and problem‐posing quality. The interview results further show that the students perceived the approach as being effective from the perspectives of “Improving article comprehension,” “Improving problem‐posing performances,” and “Boosting diverse thinking.”

Using Digital Concept Maps in Conflict Resolution Studies: Implications for Students’ Argumentative Skills, Domain-Specific Knowledge, and Academic Efficacy

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The Development and Validation of a Concept Mapping Emotions Scale (Cm-Es) for University Students

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