Expert examples and prompted reflection in learning with self-generated concept maps

E. Eshuis, J. Vrugte, A. Anjewierden, T. Jong
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引用次数: 2

Abstract

Background: Creating concept maps can help students overcome challenges of accurate knowledge monitoring and thus foster learning. However, students' knowledge often contains gaps and misconceptions, even after concept map creation. Theoreti-cally, students could benefit from additional support, but it is unclear whether this might also be the case for (more practical-oriented) secondary vocational students. Objectives: This study investigated whether the effectiveness of concept maps for learning could be improved by providing students with expert examples and reflection prompts in addition to their self-generated concept maps. Methods: First-year secondary vocational students ( N = 91, M age = 17.3 years) participated in this study, which utilized a pretest-intervention-posttest design. Regarding the intervention, students worked in two successive online learning environments, in which they had to present their knowledge in concept maps. After creation, students' concept maps were, depending on condition, supplemented with (1) an expert example with comparative feedback (a combined concept map) and related reflection prompts, (2) the combined concept map only, or (3) no combined concept map and no prompts. Results and Conclusions: Analyses based on students' domain knowledge demonstrate that students significantly increased their knowledge in all conditions. Data indicate that there was no significant difference in knowledge gain between conditions. Further analysis showed that students in the experimental conditions demonstrated higher learning gains if they consulted the combined concept map more often than their peers. Implications: Access to an example in addition to students' self-generated concept maps seems promising in fostering their knowledge acquisition. However, secondary vocational students might need additional ways of support to guarantee higher learning gains. Avenues to increase the effectiveness of support are discussed.
专家的例子和促使反思学习与自我生成的概念图
背景:创建概念图可以帮助学生克服准确监测知识的挑战,从而促进学习。然而,即使在概念图创建之后,学生的知识也经常存在空白和误解。从理论上讲,学生可以从额外的支持中受益,但目前尚不清楚这是否也适用于(更注重实践的)中职学生。目的:本研究探讨在学生自创概念图的基础上,为学生提供专家范例和反思提示,是否可以提高概念图的学习效果。方法:采用前测-干预-后测设计,选取中职一年级学生91名,年龄17.3岁。在干预方面,学生们在两个连续的在线学习环境中学习,他们必须在概念图中展示他们的知识。在学生的概念图创作完成后,根据不同的条件,补充(1)一个带有比较反馈的专家例子(组合概念图)和相关的反思提示,(2)只有组合概念图,或(3)没有组合概念图和没有提示。结果与结论:基于学生领域知识的分析表明,在所有条件下,学生的知识都显著增加。数据表明,在不同的条件下,知识获得没有显著差异。进一步的分析表明,在实验条件下,如果学生比同龄人更经常地查阅综合概念图,他们的学习成绩就会更高。启示:除了学生自己生成的概念图外,还可以获得一个例子,这似乎有希望促进他们的知识获取。然而,中职学生可能需要额外的支持方式来保证更高的学习收益。讨论了提高支助效力的途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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