Promoting the meta-cognition function using modified concept-mapping in problem-based learning

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In problem-based learning (PBL) with intent to train self-learning, it is important to promote faculty of monitoring own knowledge and cognition, namely meta-cognition. In our previous study, we experimented on conventional concept-mapping by setting learning tasks for promoting students' meta-cognition function, although the effect was seen to be somewhat inadequate. In this study, we used the modified concept-mapping in comparison with the use of conventional concept-mapping in promoting meta-cognition function. Thirty-nine physiotherapy students were randomly divided into a modified concept-mapping group and a conventional concept-mapping group, with four groups in each. After showing a clinical problem to both groups, the modified concept-mapping group started work on a concept-mapping using unknown concepts and propositions with question marks. The conventional concept-mapping group, in contrast, made a map containing only known concepts and propositions. Both groups then presented their learning tasks based on their respective concept-maps, with the level of unknown knowledge quantified by using multiple-choice questions. We finally compared and contrasted the level of correspondence of learning tasks and unknown knowledge between both groups. From these results it was found that the level of correspondence was higher in the modified concept-mapping group than in the conventional concept-mapping group (p<0.01). These results, taken together, suggest that the modified concept-mapping was more effective than the conventional concept-mapping in recognizing unknown concepts and propositions. The modified concept-mapping was effective, therefore, in promoting meta-cognition.
神戸大学の論文
2006-03-30

Promoting the meta-cognition function using modified concept-mapping in problem-based learning

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