Effectiveness of Two Generative Learning Strategies in the Science Classroom

Abstract

The purpose of this study was to assess the effectiveness of two generative learning strategies, concept mapping and laboratory experiments involving object manipulation, to determine if either one is more‐effective with individual learners or learning groups in a science classroom. Eighty sixth‐grade science‐students were randomly assigned to group or individual conditions and to one of two experimental treatments. Experimental treatments were changed between a first and second posttest. Long‐term retention was evaluated with a third, delayed posttest. Students starting with concept maps showed higher achievement on the delayed posttest than students beginning with the laboratory experiment. No difference was found between students working as individuals or in groups, but a significant interaction between generative learning strategy and grouping condition was revealed. Implications for sequencing generative learning strategies are discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 67 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.