The Influence of Schematic Concept Maps on the Construction of Mental Representations for Non-Hierarchical Knowledge Contents
Jeng-Yi Tzeng, Center for Teacher Education, National Tsing-Hua University, Taiwan, Taiwan
EdMedia + Innovate Learning, in Vienna, Austria ISBN 978-1-880094-65-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract: The literature of concept maps focuses predominantly on the hierarchical structure, leaving the impacts of schematic maps commonly seen in social studies relatively unclear. Using two articles on the most important historical event in Taiwan--228 Incident--as reading materials, this study investigated how presenting different formations of concept maps may affect students’ construction of mental representations for the articles. The findings indicated that the provision of concept maps helped students to develop global and local coherent comprehension for the contents, but the inappropriately designed maps may exert negative influences on students’ learning. This study suggested that teachers should avoid turning concept maps into an object for memorization, and encourage students to experiment with constructing different formations of concept maps in order to create flexible representations for the learning materials.
Tzeng, J.Y. (2008). The Influence of Schematic Concept Maps on the Construction of Mental Representations for Non-Hierarchical Knowledge Contents. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4441-4446). Vienna, Austria: Association for the Advancement of Computing in Education (AACE).
© 2008 Association for the Advancement of Computing in Education (AACE)