ERIC Number: ED216900
Record Type: Non-Journal
Publication Date: 1982
Reference Count: N/A
An Application of Ausubel's Learning Theory to Environmental Education: A Study of Concept Mapping in a College Natural Resources Management Course.
Bousquet, Woodward Scott
Based upon Ausubel's theory of meaningful learning, this study focused on the use of concept maps (diagrams that portray relationships among concepts in a given area of study) to help students identify logical relationships between a new concept and concepts already known. Relationships of a learner's prior knowledge and cognitive development to (1) the ability to construct concept maps and (2) the knowledge of environmental concepts as a result of using self-constructed concept maps were investigated. A secondary purpose was to compare three versions of concept mapping. Students (N=114) taking an introductory natural resources course at The Ohio State University were divided into high and low prior knowledge groups based upon pretest results. Within each group, learners were randomly assigned to one of three concept mapping groups: (1) hierarchical-propositional; (2) hierarchical; and (3) propositional. Each student constructed three assigned maps of environmental concepts during the course and completed a posttest on these concepts and an attitude instrument at the end of the course. Findings indicate that prior knowledge, cognitive development, and reasoning ability showed little relationship to students' concept mapping performance. For two groups, prior knowledge explained more variability in posttest scores than did cognitive development. (Author/DC)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Authoring Institution: Ohio State Univ., Columbus. Coll. of Education.
Identifiers - Assessments and Surveys: Test of Logical Thinking