Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy

Johannes Gurlitt; Alexander Renkl

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Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy

机译：事先知识激活：不同的概念映射任务如何导致认知过程，学习结果和感知的自我效能方面的实质性差异

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来源
《Instructional Science》 |2010年第4期|417-433|共17页
作者
Johannes Gurlitt; Alexander Renkl;
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University of Freiburg, Freiburg, Germany;

University of Freiburg, Freiburg, Germany;

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正文语种 eng
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1. Are high-coherent concept maps better for prior knowledge activation? Differential effects of concept mapping tasks on high school vs. university students [J] . J. Gurlitt A. Renkl Journal of Computer Assisted Learning . 2008,第5期

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5. The effects of different scaffolding strategies, prior knowledge, computer attitudes, and expertise reversal effect on learning outcomes in a cognitive apprenticeship learning environment. [D] . Schwarz, Marc S. 2003

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Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy

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