Abstract

There is widespread evidence showing that concept maps are effective for learning. However, little is known about the effects of various concept map activities. We conducted an experiment to examine the comparative effectiveness of three concept map activities: (i) translating a complete map to a paragraph format, (ii) filling in concepts in a partial map, and (iii) filling in labels in a partial map. Undergraduate students enrolled in an introductory general chemistry course were randomly assigned to the three groups. Each concept map depicted the relationships between concepts on the topic of reaction enthalpy. Results showed that the map-translation group significantly outperformed the fill-in-concepts and fill-in-labels groups in conceptual understanding indicated by open-ended questions while there were no significant differences among the three groups in conceptual understanding indicated by multiple-choice questions.

抽象的

有大量证据表明，概念图对于学习是有效的。但是，对于各种概念图活动的效果知之甚少。我们进行了一项实验，以检验三种概念图活动的相对有效性：（i）将完整的图转换为段落格式；（ii）在部分图中填写概念；以及（iii）在部分图中填写标签。选修了基础化学入门课程的大学生被随机分配到这三组中。每个概念图都以反应焓为主题描述了概念之间的关系。