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

105 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The study, evaluation, and improvement of university student self-efficacy (2016, background): “…and Chow (2007), Muis and Duffy (2013), Settlage (2000), Shaw (2010), Wang and Wu (2008), Wu et al. (2013), and Zimmerman and Kitsantas (2002) Gurlitt and Renkl (2010), Adams (2004), Biesinger and Crippen (2010), Chen (2011), Crippen and Earl (2007), De Smet et al. (2010), Freudenberg,…”
Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, background): “As instructional tools, concept maps can motivate students to become actively engaged and to connect prior knowledge with new knowledge (Gurlitt & Renkl, 2010; Nesbit & Ades-ope, 2006), a skill lacking among many students with LD. Caldwell and Leslie (2005) suggested that teachers use semantic maps…”