How concept-mapping perception navigates student knowledge transfer: Performance

Kuo Hung Tseng*, Chi Cheng Chang, Shi Jer Lou, Yue Tan, Chien Jung Chiu

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

17 引文 斯高帕斯(Scopus)

摘要

The purpose of this paper is to investigate students' perception of concept maps as a learning tool where knowledge transfer is the goal. This article includes an evaluation of the learning performance of 42 undergraduate students enrolled in a nanotech course at a university in Taiwan. Canonical correlation and MANOVA analyses were employed to examine if students' perceptions toward concept mapping have a positive relationship with knowledge transfer; that is, students who perceive concept mapping more positively tend to perform knowledge transfer better than those who perceive concept mapping less positively. The results revealed that positive concept-mapping perception is helpful for knowledge transfer in five learning stages: acquisition, communication, application, acceptance, and assimilation.

原文英語
頁(從 - 到)102-115
頁數14
期刊Educational Technology and Society
15
發行號1
出版狀態已發佈 - 2012

ASJC Scopus subject areas

  • 教育
  • 社會學與政治學
  • 工程 (全部)

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