Concept mapping for learning from text: evidence for a worked-out-map-effect

  • Authors:

  • Tatjana Hilbert;Matthias Nückles;Sandra Matzel

  • Affiliations:

  • University of Goettingen, Educational Psychology, Goettingen, Germany;University of Goettingen, Educational Psychology, Goettingen, Germany;University of Freiburg, Educational Psychology, Freiburg, Germany

  • Venue:
  • ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 1
  • Year:
  • 2008

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Abstract

A concept map consists of nodes representing concepts and links representing the relationships between the concepts. To examine the influence of concept mapping on learning from texts, we varied the support strategies. Eighty students either learned by constructing concept maps on their own, by correcting an incorrect worked-out map, or by studying a correct worked-out map. A control group did not engage in any follow-up activity for learning from text. As expected, learners profited most from studying the correct worked-out map. Students who corrected an incorrect worked-out map did not have a better learning result than students who generated concept maps on their own or the control group. On the contrary, they produced many false conclusions in the comprehension test.