The Influence of Schematic Concept Maps on the Construction of Mental Representations for Non-Hierarchical Knowledge Contents
PROCEEDINGS
Jeng-Yi Tzeng, Center for Teacher Education, National Tsing-Hua University, Taiwan, Taiwan
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
Abstract: The literature of concept maps focuses predominantly on the hierarchical structure, leaving the impacts of schematic maps commonly seen in social studies relatively unclear. Using two articles on the most important historical event in Taiwan--228 Incident--as reading materials, this study investigated how presenting different formations of concept maps may affect students’ construction of mental representations for the articles. The findings indicated that the provision of concept maps helped students to develop global and local coherent comprehension for the contents, but the inappropriately designed maps may exert negative influences on students’ learning. This study suggested that teachers should avoid turning concept maps into an object for memorization, and encourage students to experiment with constructing different formations of concept maps in order to create flexible representations for the learning materials.
Citation
Tzeng, J.Y. (2008). The Influence of Schematic Concept Maps on the Construction of Mental Representations for Non-Hierarchical Knowledge Contents. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4441-4446). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/29003/.
© 2008 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Ausubel, D.P. (1968). Educational psychology. New York: Holt, Rinehart& Winston,
- Bransford, J.D., & Johnson, M.K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 61, 717-726.
- Chang, Y. (2001). In-class history instruction in transformation. Newsletter for Teaching the Humanities and Social Sciences. 11(6), 19-25.
- Garnham, A. (1981). Mental models as representations of text. Memory& Cognition, 9, 560-565.
- Glenberg, A.M., & Langston, W.E. (1992). Comprehension of illustrated text: Pictures help to build mental models. Journal of Memory and Language, 31, 129-151.
- Graesser, A.C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371-395.
- Hampton, J.A. (1999). Concepts. In R.A. Wilson& F.C. Keil (Eds.), The MIT encyclopedia of the cognitive sciences (pp. 177-179). Cambfidge, MA: MIT Press.
- Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37, 105-118.
- Murphy, G.L. (2002). The big book of concepts. Cambridge: The MIT Press. LC62
- Novak, J.D., & Gowin, D.B. (1984). Learning how to learn. Cambridge, UK: Cambridge University Press.
- Oakhill, J., Garnham, A., & Vonk, W. (1989). The on-line construction of discourse models. Language and Cognitive Processes, 4, 263-286.
- Shemilt, D. (1980). History 13~16 Evaluation Study. Holmes McDougall Edinburgh.
- Smith, E.E. (1988). Concepts and thought. In R.J. Sternberg, & E.E. Smith (Eds.), The psychology of human thought (pp. 19-47). New York: Cambridge University Press.
- Sternberg, R.J. (2003). Cognitive psychology. Australia: Thomson Wadsworth.
- Turtle, J. (2000). Serving up documents whole. Teaching History, 101, 52.
- Van Dijk, T.A., & Kintsch,W. (1983). Strategies of discourse comprehension. San Diego: Academic Press.
- Willerman, M., & Harg, R.A.M. (1991). The concept map as an advance organizer. Journal of Research in Science Teaching, 28, 705-711.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References