TITLE

How Concept-mapping Perception Navigates Student Knowledge Transfer Performance

AUTHOR(S)
Tseng, Kuo-Hung; Chang, Chi-Cheng; Lou, Shi-Jer; Yue Tan; Chiu, Chien-Jung
PUB. DATE
January 2012
SOURCE
Journal of Educational Technology & Society;Jan2012, Vol. 15 Issue 1, p102
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
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.
ACCESSION #
72954725

 

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