Using geographic maps in classrooms: The conjoint influence of individual differences and dual coding on learning facts

Diana, Ellen M.; Webb, James M.

doi:10.1016/s1041-6080(97)90006-6

Cited by 6 publications

(3 citation statements)

References 20 publications

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“…Theories of how students learn from geographic maps may help us to understand the effects of concept maps. It is well established that introducing a geographic map as an adjunct to verbal information presented as text (or speech) increases recall of information referenced in both the map and the verbal presentations (Diana & Webb, 1997;Griffin & Robinson, 2005;Stock et al, 1995). Of particular interest, however, is whether geographic maps are more effective as supplementary materials than lists and other text formats and, if so, what specific characteristics and usages of the maps contribute to the enhancement.…”

Section: Dual Coding and Conjoint Retentionmentioning

confidence: 99%

Learning With Concept and Knowledge Maps: A Meta-Analysis

Nesbit

Adesope

2006

Review of Educational Research

711

508

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This meta-analysis reviews experimental and quasi-experimental studies in which students learned by constructing, modifying, or viewing node-link diagrams. Following an exhaustive search for studies meeting specified design criteria, 67 standardized mean difference effect sizes were extracted from 55 studies involving 5,818 participants. Students at levels ranging from Grade 4 to postsecondary used concept maps to learn in domains such as science, psychology, statistics, and nursing. Posttests measured recall and transfer. Across several instructional conditions, settings, and methodological features, the use of concept maps was associated with increased knowledge retention. Mean effect sizes varied from small to large depending on how concept maps were used and on the type of comparison treatment. Significant heterogeneity was found in most subsets.

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Section: Dual Coding and Conjoint Retentionmentioning

confidence: 99%

Learning With Concept and Knowledge Maps: A Meta-Analysis

Nesbit

Adesope

2006

Review of Educational Research

711

508

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“…Hence, explaining an idea with words and presenting it visually has proved helpful to students. A finding revealed that the use of graphs along with written text helped sixth grade students to remember more about Greece [11].…”

Section: Multiple Intelligencesmentioning

confidence: 99%

Mentors' Multiple Intelligences (MI) Teaching Styles and Students’ Multiple Intelligences

Castil¹

2016

IJEL

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“…Therefore the interpretation of a spatial representation, a map, is largely based on prior knowledge and prior experiences (Cheng, 1999; de Jong et al, 1998; Greca & Moreira, 2001; Hegarty, Carpenter, & Just, 1990; Hill & Obenauf, 1979; Verdi & Kulhavy, 2002). Since maps are spatial representations, spatial ability has also been indicated as playing a role in their interpretation (Diana & Webb, 1997; MacEachen, 1995). Mc Arthur and Wellner's (1996) review of literature on spatial ability indicated that the overall spatial abilities of students from K through college level are poorly developed.…”

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confidence: 99%

Middle Grade Students' Interpretations of Contour Maps

Carter

Cook

Park

et al. 2008

School Sci & Mathematics

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This study examined eighth graders' approach to three tasks implemented to assist students with learning to interpret contour maps. Students' approach to and interpretation of these three tasks were analyzed qualitatively. When students were rank ordered according to their scores on a standardized test of spatial ability, the Minnesota Paper Form Board Task (Likert & Quasha, 1948), evidence emerged that spatial ability was related to how students interpreted the tasks. Students with the relatively lowest spatial ability scores had difficulty picking out the relevant features of the representations used for instruction and despite scaffolding attempts by peers remained unclear about their interpretation. Students with relatively higher spatial ability were able to pick out salient features of the representations used for instruction which resulted in their learning to read and interpret contour maps.

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Using geographic maps in classrooms: The conjoint influence of individual differences and dual coding on learning facts

Cited by 6 publications

References 20 publications

Learning With Concept and Knowledge Maps: A Meta-Analysis

Learning With Concept and Knowledge Maps: A Meta-Analysis

Mentors' Multiple Intelligences (MI) Teaching Styles and Students’ Multiple Intelligences

Middle Grade Students' Interpretations of Contour Maps

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