Concept Mapping and Text Writing as Learning Tools In Problem-Oriented Learning

Fürstenau, Bärbel and Kneppers, Lenie and Dekker, Rijkje (2012) Concept Mapping and Text Writing as Learning Tools In Problem-Oriented Learning. In: Concept Maps: Theory, Methodology, Technology. Proc. of the Fifth Int. Conference on Concept Mapping. University of Malta, Valetta, Malta, pp. 97-104. ISBN 978-99957-0-308-0

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In two studies we investigated whether concept mapping or summary writing better support students while learning from authentic problems in the field of business. We interpret concept mapping and summary writing as elaboration tools aiming at helping students to understand new information, and to integrate it with prior knowledge. We hypothesize concept mapping to be superior to summary writing. Both studies had a pre-test and post-test design with two experimental groups (concept mapping and summary writing). In the first study, 26 students of a commercial high school (pre-university level) in their next to last year took part. In the second study 30 students aged 16-18 years from the pre-final year of pre-university education participated. Contrary to our expectations, in both studies the groups did not differ significantly in pre-test and post-test scores. However, the concept mapping condition seems to better support meaningful argumentation and elaboration of information.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2012
Subjects: H Social Sciences > HF Commerce
L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Depositing User: Mr. Ernest Prats
Date Deposited: 07 Sep 2012 22:29
Last Modified: 30 Sep 2012 11:31

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