Integrating concept mapping and metacognitive methods in a hypermedia environment for learning science
Abstract
Concept maps have been used widely in science education; however, few reports have examined the effectiveness of using concept maps in a hypermedia-based science learning environment. Metacognitive cues have been reported as a useful means to help learners monitor and internalize learning in a hypermedia-based environment; yet, research indicates that more research in this area is needed. This study used a 2 x 2 factorial design to probe the effects of using concept maps and metacognitive cues in a hypermedia-based genetics program. Based on constructivist perspective, four versions of hypermedia-based genetics tutorial and problem solving program were developed which featured: (1) using a text index or concept map as submenu, (2) embedding activities to promote active learning, (3) prompting to promote students' metacognitive functioning, (4) illustrating with meaningful diagrams and animation-like picture sequences to enhance learning, (5) providing realistic examples and practice to reinforce and promote meaningful learning. Two-way analysis indicated that the main effects of concept maps and metacognitive cues treatments were not significant, yet the interaction effect of the treatments was significant at p $<$.05 level. One-way analyses of the posttest scores were administered to further examine both concept maps and metacognitive cues treatments individually. These results indicated that both concept maps and metacognitive cues main effects were significant at p $<$.05 level when the treatment groups were compared with the control group. Qualitative data revealed that students favored having concept maps embedded in the program, but were split on metacognitive cues. The results of this study indicated that: (1) both concept maps and metacognitive cues can enhance learners' learning, (2) concept maps and metacognitive cues interacted with each other and their combination was not superior to each treatment alone, (3) students liked learning in a hypermedia-based environment and they recommended having similar programs to use as supplementary learning material.
Degree
Ph.D.
Advisors
Frederick, Purdue University.
Subject Area
Curricula|Teaching|Science education|Educational software
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