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IMPROVING METACOMPREHENSION AND LEARNING THROUGH GRADUATED CONCEPT MODEL DEVELOPMENT
Title
IMPROVING METACOMPREHENSION AND LEARNING THROUGH GRADUATED CONCEPT MODEL DEVELOPMENT.
Creator
Kring, Eleni, Salas, Eduardo, University of Central Florida
Abstract / Description
Mental model development, deeper levels of information processing, and elaboration are critical to learning. More so, individuals' metacomprehension accuracy is integral to making improvements to their knowledge base. In other words, without an accurate perception of their knowledge on a topic, learners may not know that knowledge gaps or misperceptions exist and, thus, would be less likely to correct them. Therefore, this study offered a dual-process approach that aimed at enhancing...
Show moreMental model development, deeper levels of information processing, and elaboration are critical to learning. More so, individuals' metacomprehension accuracy is integral to making improvements to their knowledge base. In other words, without an accurate perception of their knowledge on a topic, learners may not know that knowledge gaps or misperceptions exist and, thus, would be less likely to correct them. Therefore, this study offered a dual-process approach that aimed at enhancing metacomprehension. One path aimed at advancing knowledge structure development and, thus, mental model development. The other focused on promoting a deeper level of information processing through processes like elaboration. It was predicted that this iterative approach would culminate in improved metacomprehension and increased learning. Accordingly, using the Graduated Concept Model Development (GCMD) approach, the role of learner-generated concept model development in facilitating metacomprehension and knowledge acquisition was examined. Concept maps have had many roles in the learning process as mental model assessment tools and advanced organizers. However, this study examined the process of concept model building as an effective training tool. Whereas, concept maps functioning as advanced organizers are certainly beneficial, it would seem that the benefits of having a learner examine and amend the current state of their knowledge through concept model development would prove more effective for learning. In other words, learners looking at an advanced organizer of the training material may feel assured that they have a thorough understanding of it. Only when they are forced to create a representation of the material would the gaps and misperceptions in their knowledge base likely be revealed. In short, advanced organizers seem to rely on recognition, where concept model development likely requires recalling and understanding 'how' and 'why' the interrelationships between concepts exist. Therefore, the Graduated Concept Model Development (GCMD) technique offered in this study was based on the theory that knowledge acquisition improves when learners integrate new information into existing knowledge, assign elaborated meanings to concepts, correct misperceptions, close knowledge gaps, and strengthen accurate connections between concepts by posing targeted questions against their existing knowledge structures. This study placed an emphasis on meaningful learning and suggested a process by which newly introduced concepts would be manipulated for the purpose of improving metacomprehension by strengthening accurate knowledge structures and mental model development, and through deeper and elaborated information processing. Indeed, central to improving knowledge deficiencies and misunderstandings is metacomprehension, and the constructing of concepts maps was hypothesized to improve metacomprehension accuracy and, thus, learning. This study was a one-factor between-groups design with concept map type as the independent variable, manipulated at four levels: no concept map, concept map as advanced organizer, learner-built concept map with feedback, and learner-built concept map without feedback. The dependent variables included performance (percent correct) on a declarative and integrative knowledge assessment, mental model development, and metacomprehension accuracy. Participants were 68 (34 female, 34 male, ages 18-35, mean age = 21.43) undergraduate students from a major southeastern university. Participants were randomly assigned to one of the four experimental conditions, and analysis revealed no significant differences between the groups. Upon arrival, participants were randomly assigned to one of the four experimental conditions. Participants then progressed through the three stages of the experiment. In Stage I, participants completed forms regarding informed consent, general biographical information, and task self-efficacy. In Stage II, participants completed the self-paced tutorial based on the Distributed Dynamic Decision Making (DDD) model, a simulated military command and control environment aimed at creating events to encourage team coordination and performance (for a detailed description, see Kleinman & Serfaty, 1989). The manner by which participants worked through the tutorial was determined by their assigned concept map condition. Upon finishing each module of the tutorial, participants then completed a metacomprehension prediction question. In Stage III, participants completed the computer-based knowledge assessment test, covering both declarative and integrative knowledge, followed by the metacomprehension postdiction question. Participants then completed the card sort task, as the assessment of mental model development. Finally, participants completed a general study survey and were debriefed as to the purpose of the study. The entire experiment lasted approximately 2 to 3 hours. Results indicated that the GCMD condition showed a stronger indication of metacomprehension accuracy, via prediction measures, compared with the other three conditions (control, advanced organizer, and feedback), and, specifically, significantly higher correlations than the other three conditions in declarative knowledge. Self-efficacy measures also indicated that the higher metacomprehension accuracy correlation observed in the GCMD condition was likely the result of the intervention, and not due to differences in self-efficacy in that group of participants. Likewise, the feedback and GCMD conditions led to significantly high correlations for metacomprehension accuracy based on levels of understanding on the declarative knowledge tutorial module (Module 1). The feedback condition also showed similar responses for the integrative knowledge module (Module 2). The advanced organizer, feedback, and GCMD conditions were also found to have significantly high correlation of self-reported postdiction of performance on the knowledge assessment and the actual results of the knowledge assessment results. However, results also indicated that there were no significant findings between the four conditions in mental model assessment and knowledge assessment. Nevertheless, results support the relevance of accurate mental model development in knowledge assessment outcomes. Retrospectively, two opposing factors may have complicated efforts to detect additional differences between groups. From one side, the experimental measures may not have been rigorous enough to filter out the effect from the intervention itself. Conversely, software usability issues and the resulting limitations in experimental design may have worked negatively against the two concept mapping conditions and, inadvertently, suppressed effects of the intervention. Future research in the GCMD approach will likely review cognitive workload, concept mapping software design, and the sensitivity of the measures involved.
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Date Issued
2004
Identifier
CFE0000312, ucf:46311
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000312
THE INFLUENCE OF GRAPHIC ORGANIZERS ON STUDENTS' ABILITY TO SUMMARIZE AND COMPREHEND SCIENCE CONTENT REGARDING THE EARTH'S CHANGING SURFACE
Title
THE INFLUENCE OF GRAPHIC ORGANIZERS ON STUDENTS' ABILITY TO SUMMARIZE AND COMPREHEND SCIENCE CONTENT REGARDING THE EARTH'S CHANGING SURFACE.
Creator
Goss, Patricia, Ortiz, Enrique, University of Central Florida
Abstract / Description
The purpose of this action research project was to determine how my practice of using graphic organizers during instruction influenced my students' ability to summarize and comprehend significant fifth grade Earth Science content regarding the Earth's changing surface. A secondary purpose was to determine the students' perceptions of how concept mapping assisted in making connections to understand the fifth grade Earth Science content regarding the Earth's changing surface....
Show moreThe purpose of this action research project was to determine how my practice of using graphic organizers during instruction influenced my students' ability to summarize and comprehend significant fifth grade Earth Science content regarding the Earth's changing surface. A secondary purpose was to determine the students' perceptions of how concept mapping assisted in making connections to understand the fifth grade Earth Science content regarding the Earth's changing surface. The three processes used to collect data for this research were concept maps, focus groups and the pre- and post-test results. The themes that emerged were the ability to describe, categorize and classify details, the increased accuracy of the use of vocabulary and the memory of the concepts that students' ability to recall information and understand the Earth Science concepts as evidenced through summarization and comprehension through the pre- and post-test.
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Date Issued
2009
Identifier
CFE0002595, ucf:48287
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002595
INVESTIGATING THE RELIABILITY AND VALIDITY OF KNOWLEDGE STRUCTURE EVALUATIONS: THE INFLUENCE OF RATER ERROR AND RATER LIMITATIONS
Title
INVESTIGATING THE RELIABILITY AND VALIDITY OF KNOWLEDGE STRUCTURE EVALUATIONS: THE INFLUENCE OF RATER ERROR AND RATER LIMITATIONS.
Creator
Harper-Sciarini, Michelle, Jentsch, Florian, University of Central Florida
Abstract / Description
The likelihood of conducting safe operations increases when operators ave effectively integrated their knowledge of the operation into meaningful relationships, referred to as knowledge structures (KSs). Unlike knowing isolated facts about an operation, well integrated KSs reflect a deeper understanding. It is, however, only the isolated facts that are often evaluated in training environments. To know whether an operator has formed well integrated KSs, KS evaluation methods must be employed....
Show moreThe likelihood of conducting safe operations increases when operators ave effectively integrated their knowledge of the operation into meaningful relationships, referred to as knowledge structures (KSs). Unlike knowing isolated facts about an operation, well integrated KSs reflect a deeper understanding. It is, however, only the isolated facts that are often evaluated in training environments. To know whether an operator has formed well integrated KSs, KS evaluation methods must be employed. Many of these methods, however, require subjective, human-rated evaluations. These ratings are often prone to the negative influence of a raterÂÂÂÂÂÂ's limitations such as rater biases and cognitive limitations; therefore, the extent to which KS evaluations are beneficial is dependent on the degree to which the raterÂÂÂÂÂÂ's limitations can be mitigated. The main objective of this study was to identify factors that will mitigate rater limitations and test their influence on the reliability and validity of KS evaluations. These factors were identified through the delineation of a framework that represents how a raterÂÂÂÂÂÂ's limitations will influence the cognitive processes that occur during the evaluation process. From this framework, one factor (i.e., operation knowledge), and three mitigation techniques (i.e., frame-of-reference training, reducing the complexity of the KSs, and providing referent material) were identified. Ninety-two participants rated the accuracy of eight KSs over a period of two days. Results indicated that reliability was higher after training. Furthermore, several interactions indicated that the benefits of domain knowledge, referent material, and reduced complexity existed within subsets of the participants. For example, reduced complexity only increased reliability among evaluators with less knowledge of the operation. Also, referent material increased reliability only for those who scored less complex KSs. Both the practical and theoretical implications of these results are provided.
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Date Issued
2010
Identifier
CFE0002973, ucf:47950
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002973
THE IMPACT OF UNIVERSAL DESIGN FOR LEARNING-REPRESENTATION PRACTICES ON CONCEPT MAPS AND THE DEVELOPMENT OF QUALITY SCIENTIFIC EXPLANATIONS
Title
THE IMPACT OF UNIVERSAL DESIGN FOR LEARNING-REPRESENTATION PRACTICES ON CONCEPT MAPS AND THE DEVELOPMENT OF QUALITY SCIENTIFIC EXPLANATIONS.
Creator
Finnegan, Lisa, Dieker, Lisa, University of Central Florida
Abstract / Description
ABSTRACT The purpose of this action research project was to determine how my practice of implementing Universal Design for Learning-Representation (UDL-R) principles influenced my studentsÂÂ' understanding of content and enhanced their ability to organize their knowledge using concept maps. A secondary purpose of this action research project was to determine if student created concept maps served as a useful tool to enrich studentsÂÂ' written...
Show moreABSTRACT The purpose of this action research project was to determine how my practice of implementing Universal Design for Learning-Representation (UDL-R) principles influenced my studentsÂÂ' understanding of content and enhanced their ability to organize their knowledge using concept maps. A secondary purpose of this action research project was to determine if student created concept maps served as a useful tool to enrich studentsÂÂ' written scientific explanations. Students in this study completed concept maps and wrote explanations about adaptations before and after participating in lessons enriched with UDL-R principles that included the use of multi-media sources, website searches, and trade books. The processes used to collect data for this action research project were concept maps, written explanations, student notes, and videotaped accounts of learning from UDL-R principles. The themes that emerged were deeper content understanding for students and greater engagement in learning through UDL-R practices as evidenced through student notes, student discussions and videotaped accounts. The students in this study showed minimal change in the total average scores on concept maps with mixed results for males versus female studentsÂÂ' scores. Although studentsÂÂ' concept maps and written explanations indicated minimal improvement or change, their notes listing thirty to over one hundred facts and their comments indicated their interest and engagement in the learning process supported by UDL-R practices.
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Date Issued
2010
Identifier
CFE0003045, ucf:48358
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003045
THE RELATIONSHIP BETWEEN THINKING MAPS® AND FLORIDA COMPREHENSIVE ASSESSMENT TEST® READING AND MATHEMATICS SCORES IN TWO URBAN MIDDLE SCHOOLS
Title
THE RELATIONSHIP BETWEEN THINKING MAPS® AND FLORIDA COMPREHENSIVE ASSESSMENT TEST® READING AND MATHEMATICS SCORES IN TWO URBAN MIDDLE SCHOOLS.
Creator
Diaz, Anna, Martin, Suzanne, University of Central Florida
Abstract / Description
The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and studentsÂÂ' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking MapsÃ&...
Show moreThe purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and studentsÂÂ' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking Maps® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking Maps® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking Maps® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking Maps® have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those that have not been instructed in the use of Thinking Maps®? Results of this study indicated that students who have been instructed in the use of Thinking Maps® do not have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those who have not been instructed in the use of Thinking Maps®. The researcher concluded that other methods of evaluating the implementation of Thinking Maps® and student achievement should be explored.
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Date Issued
2010
Identifier
CFE0003319, ucf:48448
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003319