Cmap
Effect of Short Term Training in Concept Mapping on the Development of Metacognition

Patry, Johanne (2004) Effect of Short Term Training in Concept Mapping on the Development of Metacognition. In: Concept Maps: Theory, Methodology, Technology. Proc. of the First Int. Conference on Concept Mapping. Universidad Pública de Navarra, Pamplona, Spain, pp. 503-510. ISBN 84-9769-064-8

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Abstract

Considering the fact that academic curricula asks of students to perform better in an ever increasing information world and to be able to solve problems efficiently, this study was aimed at verifying if students will develop metacognition, the ability to reflect on one’s own cognitive processes to a significant degree, after receiving a short term training in concept-mapping, an information organizing tool. The research was done with subjects in a 10th grade Physical Science course. Through the course of three types of tests such as a questionnaire on metacognition, predictive self-evaluation of exam results and “thinking aloud” problem solving sessions, it has been found that there were no significant differences between the subjects who had a short term training in concept-mapping without an explicite accent on metacognitive behavior and those who had not. Thus, in the context of this study, short therm training in concept-mapping has no apparent effect on the development of metacognition.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2004
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QC Physics
Divisions: UNSPECIFIED
Depositing User: Mr. Ernest Prats
Date Deposited: 18 Aug 2012 08:11
Last Modified: 12 Oct 2012 18:57
URI: http://eprint.ihmc.us/id/eprint/102

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