Biology Schemata Knowledge Organization and Meaning Formation Due to Learning: A Constructive-Chronometric Approach to Concept Mapping Usability — Oak Academic Publishing
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Biology Schemata Knowledge Organization and Meaning Formation Due to Learning: A Constructive-Chronometric Approach to Concept Mapping Usability
Cognitive Science Laboratory, Department of Psychology, Universidad Autonoma de Nuevo Leon, Monterrey, Mexico
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Cognitive Science Laboratory, Department of Psychology, Universidad Autonoma de Nuevo Leon, Monterrey, Mexico
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Cognitive Science Laboratory, Department of Psychology, Universidad Autonoma de Nuevo Leon, Monterrey, Mexico
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Cognitive Science Laboratory, Department of Psychology, Universidad Autonoma de Nuevo Leon, Monterrey, Mexico
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Cognitive Science Laboratory, Department of Psychology, Universidad Autonoma de Nuevo Leon, Monterrey, Mexico
1 Cognitive Science Laboratory, Department of Psychology, Universidad Autonoma de Nuevo Leon, Monterrey, Mexico
2 Cognitive Science Laboratory, Department of Psychology, Universidad Autonoma de Nuevo Leon, Monterrey, Mexico
3 Cognitive Science Laboratory, Department of Psychology, Universidad Autonoma de Nuevo Leon, Monterrey, Mexico
4 Cognitive Science Laboratory, Department of Psychology, Universidad Autonoma de Nuevo Leon, Monterrey, Mexico
5 Cognitive Science Laboratory, Department of Psychology, Universidad Autonoma de Nuevo Leon, Monterrey, Mexico
This study investigated how using concept maps affects meaning formation and schemata organization of a biology course content. Here, high school students taking an introductory course on biology were required to provide conceptual definitions for ten course-relevant target concepts by using a natural semantic network technique. This allowed us to computer-simulate schemata behavior and select schemata-related concepts that were used to compare these word pairs against other semantic related concepts in a semantic priming study before and after the course. An experimental group used concept maps as a learning tool whereas the control did not. Results showed that semantic priming effects to schemata related concepts are obtained only for students who used concept maps as a learning tool. Implications of the study findings are discussed in the context of a formative learning approach.
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