Comparing the Impact of Two Types of Knowledge Organizers on Learning Complex Conceptual Material in a Second Year Course on German Thought and Culture
PROCEEDINGS
Paul Malone, Vivian Rossner-Merrill, Univ. of Waterloo, Canada
EdMedia + Innovate Learning, in Norfolk, VA USA ISBN 978-1-880094-42-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
The purpose of this study is to provide students in a culture course with a study method that allows them to better conceptualize abstract and complex material. The study will be undertaken through a series of steps. First, students will receive ungraded training sessions in constructing knowledge maps and matrices ("frames and slots"). The instructor is also using knowledge maps and matrices as teaching aids and models. Students will be required to construct their own maps or matrices for two assignments. In these assignments, students will incrementally acquire competence in making knowledge maps and matrices, providing them with the expertise needed to complete the next step: constructing a knowledge map or matrix that acts as a proposal for a research paper. Finally, as part of the final exam, students will complete a concise knowledge map or matrix based on recall of information from the short assignments.
Citation
Malone, P. & Rossner-Merrill, V. (2001). Comparing the Impact of Two Types of Knowledge Organizers on Learning Complex Conceptual Material in a Second Year Course on German Thought and Culture. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1215-1219). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/8611/.
© 2001 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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