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|Title:||Supporting Concept Mapping for Learning from Text|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Hauser, S., Nueckles, M., & Renkl, A. (2006). Supporting Concept Mapping for Learning from Text. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 243-249). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||This study examines concept mapping as a follow-up study strategy for learning from text. Based on a task analysis of the sub-tasks learners must accomplish during mapping, we developed the following support measures: Participants (N = 102) either generated a map (1) from scratch (map-generation), (2) from a list of concepts (concepts-provided), (3) from spatially arranged concepts (concepts-arranged), or, alternatively, they (4) studied a worked-out map (worked-out map). The control-group (5) did not engage in mapping. Presenting a worked-out map enhanced learning most effectively. However, constructing a map from scratch was almost equally helpful. In contrast, students in the half-structured conditions (2 and 3) performed no better than the control condition. We concluded that both studying a worked-out map and generating one's own map allowed learners to devote attention to important parts of the learning contents. Half- structured mapping, in contrast, narrowed attention to specific aspects in a dysfunctional way.|
|Appears in Collections:||ICLS 2006|
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