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The effect of concept maps and learn...

Willits, Virginia Ruth.

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The effect of concept maps and learning styles on seventh graders' learning of geography.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effect of concept maps and learning styles on seventh graders' learning of geography./
作者:	Willits, Virginia Ruth.
面頁冊數:	159 p.
附註:	Chair: Carole Stice.
Contained By:	Dissertation Abstracts International63-08A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3061783
ISBN:	0493775676

The effect of concept maps and learning styles on seventh graders' learning of geography.
Willits, Virginia Ruth.

The effect of concept maps and learning styles on seventh graders' learning of geography. - 159 p.

Chair: Carole Stice.

Thesis (Ed.D.)--Tennessee State University, 2002.

This study investigated the effectiveness of the concept mapping method, according to preferred learning styles, on students in a standard grade seven social studies class. Students took a learning style inventory to determine the preferred learning style. They were taught three chapters and tested on each chapter. A delayed-recall essay question was given ten days later. Then the students were taught the concept mapping method. This method was added to the teaching routine. The same procedure of teaching and testing three chapters, followed by a delayed recall question was followed. A brief interview with each student covering three questions ended the study. Data analysis revealed a statistical significance in the chapter tests, but not in the delayed recall answers. All students except one said they would include concept mapping into their study methods.

ISBN: 0493775676Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The effect of concept maps and learning styles on seventh graders' learning of geography.
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520 $a This study investigated the effectiveness of the concept mapping method, according to preferred learning styles, on students in a standard grade seven social studies class. Students took a learning style inventory to determine the preferred learning style. They were taught three chapters and tested on each chapter. A delayed-recall essay question was given ten days later. Then the students were taught the concept mapping method. This method was added to the teaching routine. The same procedure of teaching and testing three chapters, followed by a delayed recall question was followed. A brief interview with each student covering three questions ended the study. Data analysis revealed a statistical significance in the chapter tests, but not in the delayed recall answers. All students except one said they would include concept mapping into their study methods.
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