Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning

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Author(s): Robert Z. Zheng (University of Utah, USA)and Laura B. Dahl (University of Utah, USA)
Copyright: 2010
Pages: 19
Source title: Handbook of Research on Human Performance and Instructional Technology
Source Author(s)/Editor(s): Holim Song (Texas Southern University, USA)and Terry T. Kidd (Texas A&M University, USA)
DOI: 10.4018/978-1-60566-782-9.ch010

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

As an instructional tool, concept map has been widely used to teach complex subjects in schools. Research suggests that concept mapping can help bridge learners’ prior knowledge with new learning, reduce the cognitive load involved in learning and improve comprehension, content retention, and knowledge transfer. Existing literature focuses on cognitive features, cognitive styles and differences between instructor provided and student generated concepts. However, little is known about the effects of concept maps as a cognitive tool to influence learners’ learning, specifically before and after the learning takes place. This chapter offers a discussion of general research in concept mapping and theories that support such instruction. Finally, an empirical study is presented with suggestions for future research in concept mapping.

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Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning

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