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Direct Comparison of Concept Mapping and Knowledge Mapping for Learning Science Content
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AI
DOI：10.1080/00220973.2026.2623017.png)
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Abstract
En 中文
Creating maps, such as concept maps, is an elaborative activity that can promote generative learning. Although several meta-analyses have shown that engaging in mapping activities can benefit learning, there is a great deal of variation within these mapping studies. The purpose of the present study was to directly compare the effectiveness of concept mapping versus knowledge mapping for learning science content. In the first experiment, participants made both a concept and knowledge map across two sessions in a within-subjects design. Primary results indicated that concept mapping led to higher performance on the short-answer test (and specifically on verbatim items) but not the free recall test. However, an order effect was detected wherein concept mapping was more effective when participants were exposed to knowledge mapping in the first session. In the second experiment, participants made either a concept map or a knowledge map and also restudied the text across two sessions as part of a mixed design. Results indicated that there were no significant differences between mapping conditions nor between mapping and restudying conditions for any of the dependent measures. The results of the experiments suggest that the two types of maps may be equal in their effectiveness, although future research is needed to further explore these learning activities.
Keywords:
Concept maps
knowledge maps
learning by mapping
learning strategies
science education
Journal
J
IF:
1.7
Papers:
110
Citations:
2.8K
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