Abstract
Knowledge Maps Are Node-Link Representations in Which Ideas Are Located in Nodes and Connected to Other Related Ideas through a Series of Labeled Links. the Research on Knowledge Mapping in the Last 12 Years Has Produced a Number of Consistent Findings. Students Recall More Central Ideas When They Learn from a Knowledge Map Than When They Learn from Text and Those with Low Verbal Ability or Low Prior Knowledge Often Benefit the Most. the Use of Knowledge Maps Also Appears to Amplify the Benefits Associated with Scripted Cooperation. Learning from Maps is Enhanced by Active Processing Strategies Such as Summarization or Annotation and by Designing Maps According to Gestalt Principles of Organization. Fruitful Areas for Future Research on Knowledge Mapping Include Examining Whether Knowledge Maps Reduce Cognitive Load, How Map Learning is Influenced by the Structure of the Information to Be Learned, and the Possibilities for Transfer. Implications for Practice Are Briefly Delineated.
Recommended Citation
O'Donnell, A. M., Dansereau, D. F., & Hall, R. H. (2002). Knowledge Maps as Scaffolds for Cognitive Processing. Educational Psychology Review, 14(1), pp. 71-86. Springer.
The definitive version is available at https://doi.org/10.1023/A:1013132527007
Department(s)
Business and Information Technology
Keywords and Phrases
Active learning; Individual difference; Knowledge maps; Scaffolding
International Standard Serial Number (ISSN)
1040-726X
Document Type
Article - Journal
Document Version
Citation
File Type
text
Language(s)
English
Rights
© 2023 Springer, All rights reserved.
Publication Date
01 Dec 2002
