You are here:

Using Concept Maps to Enhance Students’ Prior Knowledge in Complex Learning
PROCEEDINGS

, , , University of Utah, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Relevant prior knowledge is an important component to learning new, complex topics. However, adults are often faced with learning new topics wherein they have low prior knowledge. Novice learners can experience difficulty learning new topics and learning can create high cognitive load. This study has recruited adults who know little about diabetes. This study uses an online format to teach diabetes with text, learning questions, and transfer questions. Experimental groups use a concept map to help novice learners lay down a basic knowledge schema, to help increase germane cognitive load, and to help decrease extrinsic cognitive load.

Citation

Dahl, L., Flygare, J. & Zheng, R. (2008). Using Concept Maps to Enhance Students’ Prior Knowledge in Complex Learning. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 2548-2552). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2019 from .

Keywords

View References & Citations Map

References

  1. Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267-272.
  2. Ausubel, D.P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston, Inc.
  3. Clayton, L.H. (2006). Concept mapping: An effective, active teaching-learning method. Nursing Education Perspectives, 27(4), 197-203.
  4. Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24, 87-185.
  5. Hay, D.B. (2007). Using concept maps to measure deep, surface and non-learning outcomes. Studies in Higher Education, 32(1), 39-57.
  6. Jonassen, D.H., Reeves, T.C., Hong, N., Harvey, D., & Peters, K. (1997). Concept mapping as cognitive learning and assessment tools. Journal of Interactive Research, 8(3/4), 289-308.
  7. Lee, J., Plass, J.L., & Homer, B.D. (2006). Optimizing cognitive load for learning from computer-based science simulations. Journal of Educational Psychology, 98(4).
  8. Novak, J.D. (1998). Learning, creating, and using knowledge. Mahwah, NJ: Lawrence Erlbaum Assoc.
  9. Novak, J.D., & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28(1), 117-153.
  10. Ruiz-Primo, M.A., & Shavelson, R.J. (1996). Problems and issues in the use of concept maps in science assessment. Journal of Research in Science Teaching, 33(6), 569-600.
  11. Sweller, J. (1988). Cognitive load during problem solving: effects on learning. Cognitive Science, 12, 257-285.
  12. Van Merrrienboer, J.J.G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.