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Learning through computer‐based concept mapping with scaffolding aid

Learning through computer‐based concept mapping with scaffolding aid Abstract Concept mapping has been applied in a variety of fields, including instruction, learning, curriculum development, and assessment. Because many empirical studies have proven the validity of concept mapping, a computer‐based concept mapping system has been developed. The system provides two learning environments. In the ‘construct‐by‐self’ environment, the system provides students with the evaluation results and corresponding hints for feedback. The students construct concept maps by themselves with only the assistance of the feedback. In the ‘construct‐on‐scaffold’ environment, in addition to the feedback, the students receive an incomplete concept map, within which some nodes and links were set as blanks for the scaffold. A study comparing the effectiveness of the ‘construct‐by‐self’, ‘construct‐on‐scaffold’, and ‘construct by paper‐and‐pencil’ concept mapping showed that the ‘construct‐on‐scaffold’ had better effect for learning on biology. Both of the two computer‐based procedures are helpful for students in completing their concept maps. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Computer Assisted Learning Wiley

Learning through computer‐based concept mapping with scaffolding aid

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References (32)

Publisher
Wiley
Copyright
Copyright © 2001 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0266-4909
eISSN
1365-2729
DOI
10.1111/j.1365-2729.2001.00156.x
Publisher site
See Article on Publisher Site

Abstract

Abstract Concept mapping has been applied in a variety of fields, including instruction, learning, curriculum development, and assessment. Because many empirical studies have proven the validity of concept mapping, a computer‐based concept mapping system has been developed. The system provides two learning environments. In the ‘construct‐by‐self’ environment, the system provides students with the evaluation results and corresponding hints for feedback. The students construct concept maps by themselves with only the assistance of the feedback. In the ‘construct‐on‐scaffold’ environment, in addition to the feedback, the students receive an incomplete concept map, within which some nodes and links were set as blanks for the scaffold. A study comparing the effectiveness of the ‘construct‐by‐self’, ‘construct‐on‐scaffold’, and ‘construct by paper‐and‐pencil’ concept mapping showed that the ‘construct‐on‐scaffold’ had better effect for learning on biology. Both of the two computer‐based procedures are helpful for students in completing their concept maps.

Journal

Journal of Computer Assisted LearningWiley

Published: Mar 1, 2001

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