|Conradty, C; Bogner, FX: Implementation of concept mapping to novices: reasons of errors, a matter of technique or content?, Educational Studies, 36(1), 47-58 (2010)|
Concept Mapping is discussed as a means to promote meaningful learning and in particular progress in reading comprehension skills (Schnotz 1994; Ballstaedt 2006). Its increasing implementation necessitates the acquisition of adequate knowledge about frequent errors in order to make available an effective introduction to the new learning method. To analyse reasons for misunderstandings we implemented two different complex subject matter lessons, 283 A-level 6th graders produced concept maps (CM) about. We defined six types of errors and analysed the distribution and contingency tables in both subject matters. Students in general produced more complex CM in the context of the easier subject matter (A) than they of the difficult content (B). Whereas in the former errors simply indicated knowledge gaps, in the latter they often reflected technical misconceptions. The occurrence of a content-dependent technical error in (B) pointed to a cognitive overload, since the more difficult content is hypothesized to cause higher intrinsic load. From this following, CM could provoke an instructional enrichment by additionally revealing specific knowledge gaps.