Concept Mapping as a Retrieval Practice Activity

2011 ◽  
Author(s):  
Janell R. Blunt ◽  
Jeffrey D. Karpicke
Keyword(s):  
Concept Mapping ◽  
Retrieval Practice ◽  
Practice Activity

A Classroom Study on the Role of Prior Knowledge and Retrieval Tool in the Testing Effect

2020 ◽  
Vol 19 (3) ◽  
pp. 258-274
Author(s):  
Andrea P. Francis ◽  
Mareike B. Wieth ◽  
Kevin L. Zabel ◽  
Thomas H. Carr
Keyword(s):  
Concept Mapping ◽  
Liberal Arts ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Multiple Choice ◽  
Quasi Experimental ◽  
Knowledge Practice ◽  
Building Activities ◽  
Connection Building

This quasi-experimental study investigated the role of prior psychology knowledge and in-class retrieval activity in the testing effect. Undergraduate introductory psychology students ( N = 53) from two classes at a small liberal arts college practiced retrieving information in class with multiple-choice quizzing and concept mapping. Prior psychology knowledge was measured using a 25-item multiple-choice pretest. Both students with high and low prior psychology knowledge had higher scores on examination material that was practiced in class with retrieval-based concept mapping compared to traditional multiple-choice quizzes and to no organized in-class retrieval activity at all. Only students with high prior psychology knowledge had higher scores on quizzed material compared to no organized in-class retrieval practice, and these scores were lower than those on material that was practiced with in-class concept mapping. In comparison to administering multiple-choice quiz questions, a more useful in-class activity might be to have students, especially those with less prior psychology knowledge, practice retrieving material through free recall and connection building activities such as a concept map.

The effectiveness of concept mapping and retrieval practice as learning strategies in an undergraduate physiology course

2015 ◽  
Vol 39 (4) ◽  
pp. 335-340 ◽  
Author(s):  
Joseph Burdo ◽  
Laura O'Dwyer
Keyword(s):  
Concept Mapping ◽  
Learning Strategies ◽  
Retrieval Practice ◽  
Statistical Significance ◽  
Exam Performance ◽  
Control Group ◽  
Classroom Setting ◽  
Practice Group ◽  
Mapping Group ◽  
Better Than

Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of information, whereas retrieval practice involves retrieving information that was previously coded into memory. The relative benefits of these two methods have never been tested against each other in a classroom setting. Our study was designed to investigate whether or not concept mapping or retrieval practice produced a significant learning benefit in an undergraduate physiology course as measured by exam performance and, if so, was the benefit of one method significantly greater than the other. We found that there was a trend toward increased exam scores for the retrieval practice group compared with both the control group and concept mapping group, and that trend achieved statistical significance for one of the four module exams in the course. We also found that women performed statistically better than men on the module exam that contained a substantial amount of material relating to female reproductive physiology.

Comment on "Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping"

Science ◽  
2011 ◽  
Vol 334 (6055) ◽  
pp. 453-453 ◽  
Author(s):  
J. J. Mintzes ◽  
A. Canas ◽  
J. Coffey ◽  
J. Gorman ◽  
L. Gurley ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Retrieval Practice

Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping

Science ◽  
2011 ◽  
Vol 331 (6018) ◽  
pp. 772-775 ◽  
Author(s):  
J. D. Karpicke ◽  
J. R. Blunt
Keyword(s):  
Concept Mapping ◽  
Retrieval Practice

Concept Mapping zum Lernen aus Texten

2008 ◽  
Vol 22 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Tatjana S. Hilbert ◽  
Matthias Nückles ◽  
Alexander Renkl ◽  
Carla Minarik ◽  
Angelika Reich ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Concept Map

Concept Mapping ist eine Lernstrategie, die insbesondere das bedeutungsvolle Lernen unterstützt. Ziel dieser Studie war es, den Nutzen von kognitiven und/oder metakognitiven Prompts auf den Lernerfolg beim Lernen durch Concept Mapping zu untersuchen. Die teilnehmenden Schülerinnen und Schüler (N = 112, Durchschnittsalter: 17.20 Jahre) erzielten einen signifikant besseren Lernerfolg, wenn sie durch Prompts beim Anfertigen einer Concept Map unterstützt wurden. Gemischte Prompts waren dabei im Vergleich zu nur kognitiven bzw. nur metakognitiven Prompts nicht effektiver, offensichtlich regte bereits die Verfügbarkeit von Prompts die Lernenden zu systematischerem Lernverhalten an. Als Fazit dieser Studie lässt sich festhalten, dass Prompts als Hilfestellung bei der Anwendung einer neuen Lerntechnik sehr wohl positive Effekte haben. Eine Follow-Up-Messung ohne Prompts zeigte jedoch, dass die einmalige Unterstützung durch Prompts nicht ausreichte, um die Lerntechnik weiterhin selbstständig erfolgreich anzuwenden.

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