Comparing Two Extended Concept Mapping Approaches to Investigate the Distribution of Students' Achievements

抄録

This study compared two extended concept mapping approaches and investigated the distribution of students' understanding and knowledge structure. The students in the experimental group used Extended Kit-Build (EKB), where a learner extends a concept map built by kit-building, and those in the control group utilized the Extended Scratch-Build (ESB), where a learner extends a concept map made by scratch-building. The results suggested that the experimental group had better achievements in both the original material and the additional material.