Learning through computer-based concept mapping with scaffolding aid

By Kuo-En Chang, Yao-Ting Sung, S. F. Chen. Journal of Computer Assisted Learning, 2001

318 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/f4df6be954603e833689ff88f17f65a33aae1583

How researchers see this paper

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

In Developmental and Educational Psychology

1. Roger Azevedo
2. Jennifer G. Cromley
3. Alexander Renkl
4. Tatjana S. Hilbert
5. I. Chen
6. Brian R. Belland
7. D. Seibert
8. Yao-Ting Sung

In Education

1. Jennifer G. Cromley
2. Roger Azevedo
3. Alexander Renkl
4. I. Chen
5. Tatjana S. Hilbert
6. Brian R. Belland
7. Yao-Ting Sung
8. Kuo-En Chang

In Experimental and Cognitive Psychology

1. Tatjana S. Hilbert
2. Alexander Renkl
3. I. Chen
4. Jennifer G. Cromley
5. Yao-Ting Sung
6. Kuo-En Chang
7. Roger Azevedo
8. Brian R. Belland

Citations in the corpus

• COGNITIVE APPRENTICESHIP IN EDUCATIONAL PRACTICE: RESEARCH ON SCAFFOLDING, MODELING, MENTORING, AND COACHING AS INSTRUCTIONAL STRATEGIES (2003, background): “Chang, Sung, and Chen (2001) studied the impact of three variations of a concept mapping activity on student learning in a biology class.”
• Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers? (2008, result): “For example, Chang et al. (2002) compared students' learning outcomes after either correcting worked-out concept maps with errors included, constructing their own concept maps after a training session, or constructing concept maps without training.”
• The Effect of Concept Mapping to Enhance Text Comprehension and Summarization (2002, methodology): “We used the Concept Mapping Learning System (Chang et al., 2001; Sung, Chen, Lin, & Chang, 1998) to conduct the text presentation and the concept-”
• Does adaptive scaffolding facilitate students ability to regulate their learning with hypermedia? q (2004, background): “Some studies show that fixed scaffolds are effective in supporting students learning with hypermedia (e.g., Chang, Sung, & Chen, 2001; Jacobson & Archodidou, 2000; Jacobson, Sugimoto, & Archodidou, 1996; Shapiro, 2000).”
• Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016, background): “It is important to note that in both the fading example (Chen et al., 2013) and the adding example (Chang et al., 2001), the frequency and the nature of the scaffolding only moved in one direction (increasing support or decreasing support).”
• Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy (2010, result): “Chang et al. (2001) compared computer-based ‘freeconstruction’ and ‘construct-on scaffold,’ as well as ‘paper-pencil free-construction’ mapping tasks.”