Does Concept-Mapping Strategy Work for Everyone? The Levels of Generativity and Learners' Self-Regulated Learning Skills

Autor/inn/en	Lim, Kyu Yon; Lee, Hyeon Woo; Grabowski, Barbara
Titel	Does Concept-Mapping Strategy Work for Everyone? The Levels of Generativity and Learners' Self-Regulated Learning Skills
Quelle	In: British Journal of Educational Technology, 40 (2009) 4, S.606-618 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2008.00872.x
Schlagwörter	Concept Mapping; Undergraduate Students; Academic Achievement; Educational Strategies; Learning Processes; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Concept Map; Schulleistung; Lehrstrategie; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	The purpose of this study was to examine the effect of concept-mapping strategies with three different generativity levels (expert-generated concept map, partially learner-generated concept map, fully learner-generated concept map) on knowledge acquisition. Interaction between learners' self-regulated learning (SRL) skills and different levels of generativity was also tested. One hundred twenty-four undergraduate students, randomly assigned to three different concept-mapping groups, were differentiated by high and low levels of SRL skills. The findings suggest that the participants in the fully learner-generated map group significantly outperformed the participants in the expert-generated map group, and participants with high SRL skills significantly outperformed those with low SRL skills across all treatment levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10