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Originalia/Original Articles

Concept Maps wirkungsvoll als Strukturierungshilfen einsetzen

Welche Rolle spielt die Selbstkonstruktion?

Published Online:October 03, 2006https://doi.org/10.1024/1010-0652.20.3.175

Abstract

In dieser Studie wurden die Effekte unterschiedlich stark strukturierter Concept Maps für das Verständnis naturwissenschaftlicher Textinhalte und für das selbstständige Erstellen von Concept Maps in einem neuen Inhaltsgebiet bei 46 jungen Erwachsenen untersucht. Wir nahmen an, dass eine Balance zwischen Selbstkonstruktion und vorgegebener Strukturierung bei Lernenden sowohl die Wahrnehmung der inhaltlichen Zusammenhänge als auch der Anforderungen der Strategie des Concept Mappings unterstützen würde. Im ersten Untersuchungsteil erstellten Lernende entweder Concept Maps selbst aus den Textinhalten, arbeiteten mit erweiterbaren Lücken-Concept Maps oder nutzten vorgegebene Experten-Concept Maps zum Textverständnis. Im zweiten Untersuchungsteil erstellten Teilnehmer aller drei Gruppen selbstständig ein Concept Map in einem neuen Inhaltsgebiet. Gemäß unseren Annahmen war die strukturelle Unterstützung bei den Experten-Concept Maps bzw. Lücken-Concept Maps für das inhaltliche Verständnis von Vorteil, während für die selbstständige Strategieanwendung die vorangegangene eigene Konstruktionsaktivität in Form von selbstkonstruierten Concept Maps bzw. Lücken-Concept Maps ausschlaggebend war. Eine Balance zwischen Selbstkonstruktion und Strukturierung in der Lücken-Concept Map führte also zu einer Aufmerksamkeitslenkung sowohl auf wesentliche Inhalte als auch auf Anforderungen der Visualisierungsstrategie.


Using Concept Maps Effectively as Structural Supports: The Role of Self-Construction

In this study with 46 young adults, we investigated effects of differently structured concept maps for students' comprehension of science texts and for their self-construction of concept maps in a new domain. We assumed that a balance of self-construction and structuring would direct learners' attention to both content relations and affordances and constraints of the strategy of concept mapping. In the first phase of the investigation, learners either constructed concept maps themselves from texts, worked with fill-in-the-gap concept maps, or used expert concept maps for text comprehension. In the second phase, participants of all groups constructed concept maps in a new domain. As hypothesized, the structural support in expert concept maps and fill-in-the-gap concept maps especially furthered content understanding, whereas for the application of the strategy of concept mapping, the active construction either with fill-in-the-gap concept maps or with self-constructed concept maps was especially important. A balance of self-construction and structural support, as given in the fill-in-the-gap concept map, thus led to a focusing of students' attention on both represented content and affordances and constraints of the visualization strategy.

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