involves the activation of multiple elements to comprehend rules and principles, understand relationships among various entities and solve problems. It differs from simple learning in that it requires a high level of mental effort. For example, learning vocabulary is a simple learning process because the elements of the material to be learned do not interact with each other. The mental effort involved in simple learning is low. However, if the learning involves syntax, the elements of information that must be learned may be difficult to assimilate, because they cannot be acquired in isolation. In this case, learning gets complicated which requires high level of mental effort due to its high degree of element interactivity.
Published in Chapter:
Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning
Robert Z. Zheng (University of Utah, USA) and Laura B. Dahl (University of Utah, USA)
Copyright: © 2010
|Pages: 19
DOI: 10.4018/978-1-60566-782-9.ch010
Abstract
As an instructional tool, concept map has been widely used to teach complex subjects in schools. Research suggests that concept mapping can help bridge learners’ prior knowledge with new learning, reduce the cognitive load involved in learning and improve comprehension, content retention, and knowledge transfer. Existing literature focuses on cognitive features, cognitive styles and differences between instructor provided and student generated concepts. However, little is known about the effects of concept maps as a cognitive tool to influence learners’ learning, specifically before and after the learning takes place. This chapter offers a discussion of general research in concept mapping and theories that support such instruction. Finally, an empirical study is presented with suggestions for future research in concept mapping.