Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping
Bibliographic Data
| ID | 22044752 |
|---|---|
| Authors | Lukas Bernhard Becker (0000-0002-5716-7739, University of Cologne), Virginia Deborah Elaine Welter (0000-0002-1968-5551, University of Cologne), Jörg Großschedl (0000-0002-7943-4818, University of Cologne, corresponding author) |
| Year | 2021 |
| Volume | 11 |
| Issue | 9 |
| Pages | 530 |
| Publication date | 2021-09-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11090530 |
| OpenAlex | W3200511563 |
| Language | EN |
| Citations received | 2 |
| References cited | 90 |
Concept mapping (CM) can be an effective strategy to facilitate understanding-based learning of complex and abstract scientific content. In our study, we tried to answer two questions that have not yet been clarified: (1) How effective is CM if the learners do not have the textual learning material available when constructing their concept maps (retrieval setting) in contrast to when the material is available (elaboration setting)? (2) Do potential effects of the two settings depend on the intensity of a previous CM strategy training? To this end, we established a quasi-experimental four-group plan and collected data of N = 93 undergraduate students. The participants received either a detailed CM strategy training or just a short introduction and were then asked to apply CM in a retrieval or elaboration setting. The quality of constructed concept maps and content-related learning success were assessed to determine potential group differences. Overall, our results show a significantly positive but setting-independent effect of the CM strategy training on methodical CM skills. However, the different setting conditions differed neither regarding concept map quality nor content-related learning success, implying that CM in retrieval settings could be as effective as in elaboration settings
Concept map · Elaboration · Information retrieval · Mathematics education · Computer Science · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy · Visual and Cognitive Learning Processes · Artificial Intelligence
Concept mapping
Monitoring one's own knowledge during study
Test-Enhanced Learning
The Critical Importance of Retrieval for Learning
Learning With Concept and Knowledge Maps
Testing the retrieval effort hypothesis
Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping
The Power of Testing Memory
Retrieval time from semantic memory
Studying and Constructing Concept Maps
A Guideline of Selecting and Reporting Intraclass Correlation Coefficients for Reliability Research
Student-Produced Video of Role-Plays on Topics in Cell Biology and Biochemistry
Comprehension-Oriented Learning of Cell Biology
STEM vs. STEAM Education and Student Creativity
How Creativity in STEAM Modules Intervenes with Self-Efficacy and Motivation
Escape Rooms in STEM Teaching and Learning—Prospective Field or Declining Trend? A Literature Review
Active Learning Augmented Reality for STEAM Education—A Case Study
How Concept Maps with and without a List of Concepts Differ
Active Learning
Comparing and combining retrieval practice and concept mapping
Assessing conceptual knowledge using similarity judgments
Assessing environmental understanding
College sophomores in the laboratory
Rote Versus Meaningful Learning
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |