Journal article
Studying and Constructing Concept Maps: a Meta-Analysis
Educational psychology review, Vol.30(2), pp.431-455
06/2018
Handle:
https://hdl.handle.net/2376/119583
Abstract
A concept map is a node-link diagram in which each node represents a concept and each link identifies the relationship between the two concepts it connects. We investigated how using concept maps influences learning by synthesizing the results of 142 independent effect sizes (n = 11,814). A random-effects model meta-analysis revealed that learning with concept and knowledge maps produced a moderate, statistically significant effect (g = 0.58, p < 0.001). A moderator analysis revealed that creating concept maps (g = 0.72, p < 0.001) was associated with greater benefit relative to respective comparison conditions than studying concept maps (g = 0.43, p < 0.001). Additional moderator analyses indicated learning with concept maps was superior to other instructional comparison conditions, and was effective across science, technology, engineering, and math (STEM) and non-STEM knowledge domains. Further moderator analyses, as well as implications for theory and practice, are provided.
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Details
- Title
- Studying and Constructing Concept Maps: a Meta-Analysis
- Creators
- Noah Schroeder - 0000 0004 1936 7937 grid.268333.f Department of Leadership Studies in Education and Organizations Wright State University 3640 Colonel Glenn Highway Dayton OH 45435 USAJohn Nesbit - 0000 0004 1936 7494 grid.61971.38 Faculty of Education Simon Fraser University Burnaby British Columbia V5A 1S6 CanadaCarlos Anguiano - 0000 0001 2157 6568 grid.30064.31 Department of Educational Leadership, Sport Studies and Educational/Counseling Psychology, College of Education Washington State University Pullman WA 99164 USAOlusola Adesope - 0000 0001 2157 6568 grid.30064.31 Department of Educational Leadership, Sport Studies and Educational/Counseling Psychology, College of Education Washington State University Pullman WA 99164 USA
- Publication Details
- Educational psychology review, Vol.30(2), pp.431-455
- Academic Unit
- Education, College of
- Publisher
- Springer US
- Identifiers
- 99900601155801842
- Language
- English
- Resource Type
- Journal article