Effects of a Computer-Based Concept-Mapping: The Learning Innovation in Industrial Education
This study compared the achievement scores of the computer-based concept-mapping and the paperpencil concept-mapping groups who studied in the principles of vocational and technical education subject at King Mongkut’s University of Technology Thonburi (KMUTT). Participants were 89 undergraduate electrical technology education students. One group of students used a computer-based concept mapping. While another group used a paper-pencil concept-mapping. The knowledge acquisition test and concept mapping was used as data collection tools. Comparisons between groups were made using t-test analysis. The results revealed that there was a significant on the knowledge acquisition test and the knowledge representation test interaction reflecting that computer-based concept-mapping performed has better the achievement scores than the paper-pencil concept-mapping group. Moreover, the student scores of concept maps were examined by the structural scoring. There was a significant difference of knowledge representation structural scoring in the “hierarchical” and “examples”. Students generally tended to initially over estimate their ability to generate ideas carry out the assignment was enhanced with knowledge representation structural scoring. Instructors could use it in student problem-solving for synthesizing the content procedures.
Knowledge Acquisition; Knowledge Representation; Concept Mapping; Learning Innovation
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