| Título: | The effects of concept mapping on prior knowledge and meaningful learning / |
| Autores: | Gryspeerdt, Danielle |
| Fecha: | 1991 |
| Publicador: | McGill University - MCGILL |
| Fuente: |
 |
| Tipo: | Electronic Thesis or Dissertation |
| Tema: |
Concepts Knowledge, Theory of Educational psychology |
| Descripción: | Undergraduates' conceptual knowledge of important concepts in a Pre-historic Archaeology course was investigated with a pre-post open-ended test procedure. Students were randomly assigned to one of three levels of a concept mapping intervention. All students were given an introductory lecture on concept mapping. Of the 124 students who completed the pre- and post-tests, students (n = 45) in the first treatment level were given a reading guide to the textbook material. Students (n = 36) in the second treatment level were given a reading guide with incorporated concept mapping questions. Treatment level three students (n = 43) were also given the concept mapping reading guides and received instructor and peer feedback on their responses to the concept mapping questions. Multivariate statistical analysis revealed that students in all three treatment levels gained in conceptual knowledge. A secondary descriptive analysis revealed that concept mapping appears to aid students in clarifying misconceptions. |
| Idioma: | en |
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