Merely adding an expert example concept map does not add to the value of students creating their own concept maps for this population¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Learning gains in the example condition did not differ significantly from the control condition. → Elise H. Eshuis 2022

Evidence¶

Elise H. Eshuis 2022¶

Elise H. Eshuis, Judith ter Vrugte, Ton de Jong. (2022). Supporting reflection to improve learning from self-generated concept maps. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09299-7

q3 · i? · causal · r2

In the quasi-experiment (N = 144), post-hoc Bonferroni comparisons found no significant learning-gain differences between the example and control conditions; the authors state this in the discussion, contrasting prior example-benefit findings.

"the current study demonstrated that merely adding an example does not add to the value of students creating their own concept map (in terms of knowledge acquisition as measured by a pre- and posttest)"

Discussion¶

Related Claims¶

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• Individually processed reflection prompts alone were insufficient to foster knowledge acquisition in secondary vocational students — related
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• Concept mapping improves learning over most comparison conditions by a moderate average amount, but not over time-matched retrieval practice — related
• Summary writing produced no significant comprehension improvement and the most disputational talk, and did not significantly differ from completing a map in learning outcomes — related