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- Vol 2 RE: Chapter 6, App C, App D
- Vol 2 TE: App B
- Vol 7 PE: App D
concept mappingknowledge mappingnode-link diagramsrelational knowledgeknowledge organisationgenerative learningvisual representationsJournal article Evidence summaryAt a glance
This meta-analysis examines learning with node-link diagrams, including concept and knowledge maps, across 55 studies, 67 effect sizes, and 5,818 learners from grade four through postsecondary education. Students either constructed, completed, modified, or studied maps in subjects such as science, psychology, statistics, and nursing.
Key ideas
Across varied conditions, mapping was associated with better retention than comparison activities, although effects ranged from small to large and showed considerable heterogeneity. Benefits appeared when learners built maps and when they studied well-designed maps, suggesting that both generative organisation and explicit relational representations can support learning. Outcomes depended on the comparison condition, how maps were used, learner experience, and instructional support. The review does not establish that any diagram labelled a concept map is effective.
Why it matters
For educators, maps should express meaningful propositions and relationships, align with the learning goal, and be accompanied by modelling, feedback, or discussion; visual complexity and mechanical copying can undermine the intended organisation of knowledge.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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