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Ondersteuning bij concept mapping door hoogbegaafde leerlingen - Effect op kennis en kwaliteit

Molen, Lenneke van der (2013) Ondersteuning bij concept mapping door hoogbegaafde leerlingen - Effect op kennis en kwaliteit.

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Abstract:This study investigated the effect of supporting gifted children by creating concept maps concerning quality and the increase of knowledge. Research has shown that constructing concept maps generally leads to good learning outcomes. In general, learners would benefit from support in constructing a concept map. It is unknown and not yet investigated if gifted children also need any help by creating a concept map. Gifted children do have different abilities and learning styles compared to their classmates, therefore a different approach within classrooms is needed for gifted children. To investigate if gifted children also need any help by constructing a concept map, this study has examined a group of 54 gifted children randomly grouped into two conditions. One condition has constructed concept maps with support, the other condition did not receive any support by concept mapping. This support was based on Novak & Cañas (2006), and was adapted to gifted children and their abilities and learning styles. The results indicate that the quality of concept maps of gifted children is higher when they do not receive support. There are no findings concerning the effect of support on knowledge. The findings also indicate that concept mapping is a relevant tool for gifted children to gain knowledge.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/63275
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