Universität zu Köln

Becker, Lukas Bernhard ORCID: 0000-0002-5716-7739, Welter, Virginia Deborah Elaine ORCID: 0000-0002-1968-5551, Aschermann, Ellen ORCID: 0000-0002-5621-3393 and Grossschedl, Jorg ORCID: 0000-0002-7943-4818 (2021). Comprehension-Oriented Learning of Cell Biology: Do Different Training Conditions Affect Students' Learning Success Differentially? Educ. Sci., 11 (8). BASEL: MDPI. ISSN 2227-7102

Full text not available from this repository.

Abstract

Concept Mapping (CM) is a learning strategy to organize and understand complex relationships, which are particularly characteristic of the natural science subjects. Previous research has already shown that constructing concept maps can promote students' meaningful learning in terms of deeper knowledge and its more flexible use. While researchers generally agree that students need to practice using CM successfully for learning, key parameters of effective CM training (e.g., content, structure, and duration) remain controversial. This desideratum is taken up by our study, in which three different training approaches were evaluated: a CM training with scaffolding and feedback vs. a CM training without additional elements vs. a non-CM control training. In a quasi-experimental design, we assessed the learning outcome of N = 73 university students who each had participated in one of the trainings before. Our results suggest that an extensive CM training with scaffolding and feedback is most appropriate to promote both CM competence and acquisition of knowledge. From an educational perspective, it would therefore be advisable to accept the time-consuming process of intensive practice of CM in order to enable students to adequately use of the strategy and thus facilitate meaningful learning in terms of achieving sustained learning success.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Becker, Lukas Bernhard UNSPECIFIED orcid.org/0000-0002-5716-7739 UNSPECIFIED Welter, Virginia Deborah Elaine UNSPECIFIED orcid.org/0000-0002-1968-5551 UNSPECIFIED Aschermann, Ellen UNSPECIFIED orcid.org/0000-0002-5621-3393 UNSPECIFIED Grossschedl, Jorg UNSPECIFIED orcid.org/0000-0002-7943-4818 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-561575
DOI:	10.3390/educsci11080438
Journal or Publication Title:	Educ. Sci.
Volume:	11
Number:	8
Date:	2021
Publisher:	MDPI
Place of Publication:	BASEL
ISSN:	2227-7102
Language:	English
Faculty:	Faculty of Human Sciences
Divisions:	Faculty of Human Sciences > Department Psychologie
Subjects:	Psychology
Uncontrolled Keywords:	Keywords Language UNDERSTANDING COMPLEX-SYSTEMS; HIGH-SCHOOL-STUDENTS; FOLLOW-UP STRATEGY; CONCEPT MAPS; CONCEPTUAL KNOWLEDGE; 2 DISCIPLINES; SCIENCE; RELIABILITY; ACQUISITION; TOOL Multiple languages Education & Educational Research Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/56157