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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

DOI 10.1007/s11251-008-9090-5

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Authors: Gurlitt, J., & Renkl, A.
Affiliations: University of Freiburg (DE)
Corresponding author: Gurlitt, Johannes
ORCID: Renkl, Alexander
Venue: Instructional Science
Publisher: Springer Science and Business Media LLC
Published: 2009-01-08
Volume: 38
Issue: 4
Pages: 417-433
ISSN: 0020-4277 (ISSN-L)
1573-1952
DOI: 10.1007/s11251-008-9090-5
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
Licence: www.springer.com/tdm (tdm)
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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Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy

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