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ERIC Number: EJ964330
Record Type: Journal
Publication Date: 2012-Aug
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0959-4752
Concept Mapping Improves Metacomprehension Accuracy among 7th Graders
Redford, Joshua S.; Thiede, Keith W.; Wiley, Jennifer; Griffin, Thomas D.
Learning and Instruction, v22 n4 p262-270 Aug 2012
Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a concept mapping group than for a control group, while a group of students who were given already constructed concept maps had accuracy between these two groups. In both experiments, control groups had poor metacomprehension accuracy. That is, they performed worse on tests they predicted better performance and performed better on tests they predicted worse performance. Although constructing concept maps did not produce the same high level of accurate monitoring previously reported in the literature, it still reduced the illusion of knowing. (Contains 2 tables and 3 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B070460