dc.contributor.author	Scagnelli, Laurel H.	en_US
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2009-09-14T16:16:14Z	en_US
dc.date.accessioned	2009-09-30T15:58:09Z	en_US
dc.date.accessioned	2011-03-02T17:29:11Z
dc.date.available	2009-09-14T16:16:14Z	en_US
dc.date.available	2009-09-30T15:58:09Z	en_US
dc.date.available	2011-03-02T17:29:11Z
dc.date.issued	2002-05	en_US
dc.identifier.uri	http://hdl.handle.net/10428/85	en_US
dc.description.abstract	This action research studied the effects of computer-assisted concept mapping on learning, retention, and transfer of knowledge. Two third grade science classes completed a unit on heat with the same teacher using the same materials and lessons, with concept mapping being the independent variable compared. The study included observation, an objective test, evaluation rubrics, an observational log, and an attitudinal survey as measurement instruments. There was little difference in achievement between the two groups. According to surveys, students were agreeably engaged in concept mapping and found value in it The experimental group scored slightly higher on the problem-solving activity, which suggests concept map organization may lead to a clearer understanding of content. The teacher used the concept maps to formatively evaluate the students' understanding throughout the instructional unit.	en_US
dc.language.iso	en_US	en_US
dc.subject	Computer Assisted Concept Mapping	en_US
dc.title	Using Concept Mapping to Promote Meaningful Learning: An Action Research Study	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Brovey, Andrew	en_US
dc.description.committee	Zahner, Jane	en_US
dc.description.committee	Leader, Lars	en_US
dc.description.degree	Ed.S.	en_US
dc.description.major	Instructional Technology	en_US