Training in concept mapping: Relevance for cognitive load, cognitive processes, and learning outcome
概念图培训:认知负荷、认知过程和学习成果的相关性
基本信息
- 批准号:372619479
- 负责人:
- 金额:--
- 依托单位:
- 依托单位国家:德国
- 项目类别:Research Grants
- 财政年份:2017
- 资助国家:德国
- 起止时间:2016-12-31 至 2020-12-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Concept maps are diagrams that represent the semantic structure of a particular content or discipline using concepts (nodes) connected to each other by labelled lines. According to traditional thought in cognitive psychology, researchers assume that concept mapping fosters learning by initiating organization and elaboration as complex cognitive processes. Recently, a series of studies published in high-ranking journals questioned the cognitive basis of the learning efficacy of concept mapping. Studies show that the availability of learning material during concept mapping (in comparison to concept mapping or taking notes after studying the learning material) was harmful for participants' learning achievement. The authors reasoned that processes of retrieval underlie the efficacy of concept mapping as a learning strategy. We criticize that the texts to be learned in these studies were comparatively short. This could have limited the possibility for elaboration during concept mapping per se. Moreover, participants had not been specifically trained in using concept mapping. So, limited familiarity with concept mapping as a learning strategy might have hampered organization and elaboration during learning, increased cognitive load cause, and constrained achievement. Our project aims at examining the robustness of the findings reported above. In a preliminary experiment, we intend to develop an efficient training for concept mapping. In a first main experiment, we plan to vary the availability of the learning material during concept mapping as well as - via training - participants' familiarity with the use concept mapping as a learning strategy. Finally, in a second main experiment, we intend to vary the availability of the learning material as well as the extent of the learning material. In each study, we will measure the impact of the experimental manipulations on cognitive processes of organization and elaboration, perceived cognitive load, and learning achievement. Our project bears relevance for two fields: First, with regard to science education, we will devise an effective and evidence-based training in concept mapping. Second, with regard to psychology, the findings will give insight into the cognitive processes that underlie the efficacy of concept mapping as a learning strategy.
概念图是使用通过标签线相互连接的概念(节点)来表示特定内容或规程的语义结构的图。根据认知心理学的传统思想,研究者认为概念图通过启动组织和阐述作为复杂的认知过程来促进学习。最近,发表在高级期刊上的一系列研究对概念图学习效能的认知基础提出了质疑。研究表明,在概念图期间获得学习材料(与概念图或学习材料后做笔记相比)对参与者的学习成绩有害。作者认为,提取过程是概念图作为一种学习策略的有效性的基础。我们批评在这些研究中学习的文本相对较短。这可能限制了在概念图本身进行阐述的可能性。此外,参与者没有接受过使用概念图的专门培训。因此,对概念图作为一种学习策略的有限熟悉可能阻碍了学习过程中的组织和阐述,增加了认知负荷,并限制了成就。我们的项目旨在检验上述报告结果的稳健性。在初步实验中,我们打算开发一种有效的概念图训练。在第一个主要实验中,我们计划在概念图期间改变学习材料的可用性,并通过培训改变参与者对使用概念图作为学习策略的熟悉程度。最后,在第二个主要实验中,我们打算改变学习材料的可用性以及学习材料的范围。在每项研究中,我们将测量实验操作对组织和阐述的认知过程、感知的认知负荷和学习成就的影响。我们的项目涉及两个领域:首先,在科学教育方面,我们将制定有效的、以证据为基础的概念图培训。其次,在心理学方面,这些发现将使我们深入了解概念图作为一种学习策略的有效性所依赖的认知过程。
项目成果
期刊论文数量(2)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping
- DOI:10.3390/educsci11090530
- 发表时间:2021-09
- 期刊:
- 影响因子:3
- 作者:Lukas Bernhard Becker;V. Welter;Jörg Großschedl
- 通讯作者:Lukas Bernhard Becker;V. Welter;Jörg Großschedl
Comprehension-Oriented Learning of Cell Biology: Do Different Training Conditions Affect Students’ Learning Success Differentially?
- DOI:10.3390/educsci11080438
- 发表时间:2021-08
- 期刊:
- 影响因子:3
- 作者:L. Becker;V. Welter;E. Aschermann;Jörg Großschedl
- 通讯作者:L. Becker;V. Welter;E. Aschermann;Jörg Großschedl
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Professor Dr. Jörg Großschedl其他文献
Professor Dr. Jörg Großschedl的其他文献
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