rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Concept mapping as an educational technology to facilitate cognition of pre-service teachers
  name:
    name part: Rice, Marilyn Petrus.
    role:
      role term: creator
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: xx
    date issued: 2002
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xi, 133 leaves : illustrations ; 28 cm.
  abstract: This study investigated the effects of implementing strategies designed to foster cognitive processing. The specific objectives were to determine the effect of using concept mapping strategies in instructional materials and related student learning activities on (a) learning as measured by criterion-referenced tests and assignments, (b) student participation in course-related online discussion activities as measured by the frequency of active sessions, and (c) the quality of the online discussion and reflection activities related to the assigned questions. Eighty elementary teacher education students participated in both Assessment/Legal Issues course activities and scheduled student teaching activities during the semester. It was during these activities that the data was collected. The Intervention group received instructional content in a concept mapping format, while the Comparison group experienced the same instructional content in a traditional linear fashion. The students were initially in a face-to-face classroom setting for part of the course content. The Intervention group was required to take notes in concept mapping format after reading the chapters, while the Comparison group took notes in the format of their choice They continued covering the remaining course material in their designated concept map or note taking format during the student teaching period. They also participated in required weekly discussions over the content of the material via an electronic chat in that phase. The course ended with a short on-campus phase in a face-to-face classroom format. The results showed (1) no significant difference found between the two groups in the test scores and assignment scores, but a more in-depth analysis of the assignment grades revealed that there was a significant difference between the two groups in Written Reflection assignments. (2) The Comparison group logged on more times, and had more comments when they logged on than the Intervention group, in…
  note: by Marilyn Petrus Rice.
  note: Vita.
  note: "Major Subject: Educational Psychology".
  note: Issued also on microfiche from University Microfilm Inc.
  note: Ph. D. Texas A&M University 2002.
  note: Includes bibliographical references (leaves 78-85).
  subject:
    topic: Major educational psychology
  identifier: 30-72522 UMI
  identifier: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  record info:
    record content source: TXA
    record creation date: 030812
    record change date: 20190325110302.0
    record identifier: in00001773430