Cognitive ability and the instructional efficacy of collaborative concept mapping
Cognitive ability and the instructional efficacy of collaborative concept mapping
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DOI：
10.1016/j.lindif.2010.04.004
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发表时间：
2010-10-01
影响因子：
3.6
通讯作者：
Sandmann, Angela
中科院分区：
文献类型：
--
作者：
Haugwitz, Marion;Nesbit, John C.;Sandmann, Angela
数据收集自248名中学生（14岁，56%女性），他们在77个自选的协作组中了解循环系统。生物学学生的学习成果进行了比较，谁总结的合作概念图与学生谁总结的合作写作。随机分配的学习小组，而不是传统的摘要，构建概念图产生更多的关系，在摘要任务和他们的成员获得较高的个人得分后测。概念映射策略被认为是有利的，只有学生的认知能力低于中位数的样本，谁被放置在组与其他学生具有低认知能力。(C)2010年爱思唯尔公司All rights reserved.
Data were gathered from 248 secondary students (14 years old, 56% female) who learned about the circulatory system in 77 self-selected collaborative groups. The learning outcomes of biology students who summarised by collaborative concept mapping were compared with those of students who summarised by collaborative writing. Learning groups randomly assigned to construct concept maps instead of conventional summaries generated more relations in the summary task and their members obtained higher individual scores on a post-test. The concept mapping strategy was found to be advantageous only for students whose cognitive ability was below the median for the sample and who were placed in groups with other students having low cognitive ability. (C) 2010 Elsevier Inc. All rights reserved.