Are high-coherent concept maps better for prior knowledge activation? Differential effects of concept mapping tasks on high school vs. university students

2008 ◽  
Vol 24 (5) ◽  
pp. 407-419 ◽  
Author(s):  
J. Gurlitt ◽  
A. Renkl
Keyword(s):  
High School ◽  
University Students ◽  
Prior Knowledge ◽  
Concept Mapping ◽  
Concept Maps ◽  
Differential Effects ◽  
Knowledge Activation ◽  
Prior Knowledge Activation

Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning

2010 ◽  
pp. 163-181 ◽  
Author(s):  
Robert Z. Zheng ◽  
Laura B. Dahl
Keyword(s):  
Empirical Study ◽  
Prior Knowledge ◽  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Styles ◽  
Future Research ◽  
Instructional Tool ◽  
Cognitive Tool ◽  
New Learning ◽  
Before And After

As an instructional tool, concept map has been widely used to teach complex subjects in schools. Research suggests that concept mapping can help bridge learners’ prior knowledge with new learning, reduce the cognitive load involved in learning and improve comprehension, content retention, and knowledge transfer. Existing literature focuses on cognitive features, cognitive styles and differences between instructor provided and student generated concepts. However, little is known about the effects of concept maps as a cognitive tool to influence learners’ learning, specifically before and after the learning takes place. This chapter offers a discussion of general research in concept mapping and theories that support such instruction. Finally, an empirical study is presented with suggestions for future research in concept mapping.

scholarly journals The influence of prior knowledge on the retrieval-directed function of note taking in prior knowledge activation

2011 ◽  
Vol 81 (2) ◽  
pp. 274-291 ◽  
Author(s):  
Sandra A. J. Wetzels ◽  
Liesbeth Kester ◽  
Jeroen J. G. van Merriënboer ◽  
Nick J. Broers
Keyword(s):  
Prior Knowledge ◽  
Note Taking ◽  
Knowledge Activation ◽  
Prior Knowledge Activation

scholarly journals Let’s Talk About ‘My’ Concept Map: Use of Dialogue to Enhance Concept Mapping

2018 ◽  
Vol 41 (1) ◽  
pp. 64-75
Author(s):  
Roshan Lamichhane ◽  
Amber Simpson
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Student Understanding ◽  
Evidence Based ◽  
Introductory Chemistry ◽  
School Students

The intersection of dialogue and concept map use is explored through this qualitative study. An introductory chemistry classroom for middle or high school students explores the combined effect of these two evidence-based teaching strategies. Following the lesson, students participated in a focus group to provide feedback on the lesson's use of discussing their concept maps. The results of that feedback and ideas for improvement and how to utilize this strategy in your own classroom is presented. Although this method may pose it's own unique set of challenges in the classroom, student understanding of basic foundational chemistry concepts was advanced.

Prior Knowledge Activation and the Comprehension of Compatible and Incompatible Text

1985 ◽  
Vol 20 (4) ◽  
pp. 420 ◽  
Author(s):  
Donna E. Alvermann ◽  
Lynn C. Smith ◽  
John E. Readence
Keyword(s):  
Prior Knowledge ◽  
Knowledge Activation ◽  
Prior Knowledge Activation

Prior Knowledge Activation in Design and in Practice

2015 ◽  
Vol 64 (1) ◽  
pp. 478-497 ◽  
Author(s):  
Courtney Hattan ◽  
Lauren M. Singer ◽  
Sandra Loughlin ◽  
Patricia Ann Alexander
Keyword(s):  
Prior Knowledge ◽  
Knowledge Activation ◽  
Prior Knowledge Activation
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