Supporting reflection to improve learning from self-generated concept maps
TLDR
In this paper , the effect of additional support that stimulates reflection by means of expert examples, reflection prompts, and classroom discussion was explored, and students in the classroom discussion condition showed higher learning gains compared to all other conditions.Abstract:
Abstract Creating concept maps is considered to be a powerful means for learning. It requires students to systematically organize and integrate their knowledge, which can foster meaningful learning. However, students scarcely spontaneously engage in the (meta)cognitive processes necessary for effective knowledge integration, such as reflection, which can hamper the effectiveness of concept mapping for learning. This study explores the effect of additional support that stimulates reflection by means of expert examples, reflection prompts, and classroom discussion. First-year technical vocational students ( N = 144, M age = 17.5 years) studied electricity-related topics in an online learning environment and created concept maps about their knowledge. Students’ concept maps were supplemented with either (1) no support (control condition), (2) an expert example (a combined concept map, containing their own and an expert example concept map, with differences highlighted), (3) an expert example and reflection prompts students had to process individually, (4) an expert example and reflection prompts students had to process individually after a teacher-guided classroom discussion. Students in the classroom discussion condition showed higher learning gains compared to all other conditions. This can be explained by the quality of their reflection, which proved to be a significant predictor of learning gain. read more
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Journal ArticleDOI
Introduction to the special issue: the role of metacognition in complex skills - spotlights on problem solving, collaboration, and self-regulated learning
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Making Sense of Generative Learning
TL;DR: The generative sense-making framework as discussed by the authors distinguishes between three primary sensemaking modes (explaining, visualizing, and enacting) that each serve unique and complementary cognitive functions.
Peer Review
B ibliometric a nalysis of c oncept m aps in c hemistry e ducation
TL;DR: A comprehensive systematic review concerning the usage of concept maps in chemistry education (CMiCE) is not available in the literature as mentioned in this paper , therefore, a systematic review of CMiCE using bibliometric analysis was conducted.
Proceedings ArticleDOI
Knowledge Reconstruction with Kit-Build Concept Map: A Review from Student Experience
Aryo Pinandito,Chandrawati Putri Wulandari,Didik Dwi Prasetya,Yusuke Hayashi,Tsukasa Hirashima +4 more
TL;DR: In this article , the authors reviewed how Kit-Build as a learning strategy could help students improve their understanding through the concept map recomposition activity, and the results suggested that the preferred learning strategy to support efficient and meaningful learning for students.
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