1 |
Study II |
Notes about Lonka' thesis |
2 |
pp. 37--43 |
------------------------- |
3 |
|
|
4 |
|
- why should mind maps be used for notes and better tools |
5 |
|
for creating and interconnecting them (and also other notes) |
6 |
|
is needed |
7 |
|
|
8 |
|
Study II (pp.37-43) |
9 |
|
|
10 |
"In the *Critique Tasks*, subjects were given two paragraphs |
"In the *Critique Tasks*, subjects were given two paragraphs |
11 |
of the text (called Critique Tasks 1 and 2) which were to be |
of the text (called Critique Tasks 1 and 2) which were to be |
13 |
knowledge. The Critique Tasks were thought to measure the |
knowledge. The Critique Tasks were thought to measure the |
14 |
formation of a situation model, or the ability to go 'beyond' |
formation of a situation model, or the ability to go 'beyond' |
15 |
the text. The answers to each task were to be written a given |
the text. The answers to each task were to be written a given |
16 |
space in the answer sheet." (p. 38) |
space in the answer sheet." (p.38) |
|
|
|
17 |
|
|
18 |
"--concept mapping was related to success in critique tasks." |
"--concept mapping was related to success in critique tasks." |
19 |
(p. 43) |
(p.43) |
20 |
|
|
21 |
|
Results (table 4, p.42) |
22 |
|
|
|
Table 4, p. 42 |
|
23 |
- in every task more or equal number of participants using concept mapping |
- in every task more or equal number of participants using concept mapping |
24 |
suceeded above avarage than below avarage |
than other participants suceeded above avarage than below avarage |
25 |
- in critique tasks participians using concept mapping succeeded |
- in critique tasks participians using concept mapping succeeded |
26 |
significantly better than other participants |
significantly better than other participants |
27 |
|
|