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Concept mapping improves metacomprehension accuracy among 7th graders
ARTICLE

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Learning and Instruction Volume 22, Number 4, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a concept mapping group than for a control group, while a group of students who were given already constructed concept maps had accuracy between these two groups. In both experiments, control groups had poor metacomprehension accuracy. That is, they performed worse on tests they predicted better performance and performed better on tests they predicted worse performance. Although constructing concept maps did not produce the same high level of accurate monitoring previously reported in the literature, it still reduced the illusion of knowing.

Citation

Redford, J.S., Thiede, K.W., Wiley, J. & Griffin, T.D. (2012). Concept mapping improves metacomprehension accuracy among 7th graders. Learning and Instruction, 22(4), 262-270. Elsevier Ltd. Retrieved September 16, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2011.10.007

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