Abstract
The effectiveness of cognitive mapping is defined operationally in the terms of general beneficial, differential, and compensation effects. The contribution of the concept mapping method will mainly be discussed in the context of student assignments in an ill-structured hypermedia design environment. The supposed effects will be checked against the uniqueness of cognitive mapping, cognitive mapping styles, and cognitive mapping as a creative problem solving technique. The most salient theories on which the current practice of cognitive mapping is built upon are discussed, with an emphasis on problem solving representations and meta-cognition.
| Original language | English |
|---|---|
| Pages (from-to) | 309-323 |
| Number of pages | 14 |
| Journal | Journal of interactive learning research |
| Volume | 8 |
| Issue number | 3/4 |
| Publication status | Published - 1999 |