Abstract
With vocational education becoming more and more student-centered, self-regulated learning skills, and therefore knowledge monitoring, are of growing
importance. However, students are often unaware of their knowledge and possible misconceptions. Though concept mapping can facilitate students’ knowledge monitoring and stimulate awareness by means of externalization and visualization of knowledge, students might still fail to identify possible misconceptions and gaps in their knowledge. Therefore, in this study it is investigated whether providing an expert example and reflection prompts could further optimize the effectiveness of concept mapping. First year secondary vocational technical students (N=196) worked in an online inquiry learning environment centered around simulations concerning electricity and electric power transmission, in which, on four occasions, they had to present their knowledge in a concept map. Three conditions were compared: students who received 1) an expert example of a concept map and reflection prompts, 2) an expert example, or 3) no expert example and no prompts. Analyses of knowledge tests reveals significant learning gains in all conditions. Although activating the expert concept map significantly predicts learning gains, the results do not favor one condition over the other
importance. However, students are often unaware of their knowledge and possible misconceptions. Though concept mapping can facilitate students’ knowledge monitoring and stimulate awareness by means of externalization and visualization of knowledge, students might still fail to identify possible misconceptions and gaps in their knowledge. Therefore, in this study it is investigated whether providing an expert example and reflection prompts could further optimize the effectiveness of concept mapping. First year secondary vocational technical students (N=196) worked in an online inquiry learning environment centered around simulations concerning electricity and electric power transmission, in which, on four occasions, they had to present their knowledge in a concept map. Three conditions were compared: students who received 1) an expert example of a concept map and reflection prompts, 2) an expert example, or 3) no expert example and no prompts. Analyses of knowledge tests reveals significant learning gains in all conditions. Although activating the expert concept map significantly predicts learning gains, the results do not favor one condition over the other
| Original language | English |
|---|---|
| Publication status | Published - Aug 2019 |
| Event | 18th Biennial European Association for Research on Learning and Instruction Conference, EARLI 2019: Thinking tomorrow's education: Learning from the past, in the present and for the future. - RWTH Aachen, Aachen, Germany Duration: 12 Aug 2019 → 16 Aug 2019 Conference number: 18 https://earli.org/EARLI2019 |
Conference
| Conference | 18th Biennial European Association for Research on Learning and Instruction Conference, EARLI 2019 |
|---|---|
| Abbreviated title | EARLI |
| Country/Territory | Germany |
| City | Aachen |
| Period | 12/08/19 → 16/08/19 |
| Internet address |
