Cited by 103Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsEducational Strategies and Epistemologies

Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy

Gurlitt, Johannes, Renkl, Alexander·2010·Instructional Science

Integrity signals

Registry

Crossref · 10.1007/s11251-008-9090-5

Cites

57 of 57 references verified0 citation errors · 0 not checkable

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Claims other papers make about this one

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  • Pre-constructed concept maps are more effective as pre-training for learners with lower prior knowledge than having learners create their own.

    “research suggests that pre-constructed concept maps are more effective as pre-training for learners with lower prior knowledge than having them create their own (Gurlitt and Renkl, 2008; Gurlitt and Renkl, 2010).”

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3 of the 60 references couldn’t be matched to a known paper.

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Authors
Gurlitt, J., & Renkl, A.
Affiliations
University of Freiburg (DE)
Corresponding author
Gurlitt, Johannes
Venue
Instructional Science
Published
2009-01-08
Volume
38
Issue
4
Pages
417-433
ISSN
  • 0020-4277 (ISSN-L)
  • 1573-1952
OpenAlex
W2022556519
Cited by
103
References
60
Citations by year
2026: 2 · 2025: 7 · 2024: 11 · 2023: 7 · 2022: 5 · 2021: 5 · 2020: 11 · 2019: 6 · 2018: 3 · 2017: 6 · 2016: 11 · 2015: 8 · 2014: 6 · 2013: 5 · 2012: 8
FWCI
3.93
Type
journal article
Language
en
Open access
closed
Locations
Instructional Science (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords
concept mapping, prior knowledge activation, cognitive processes, elaboration, model development, think-aloud, learning outcomes, self-efficacy, coherence effects, hypertext learning, economics education, meteorology education

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