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This study investigated the effect of learning achievements and cognitive load according to the presentation types of concept map.A total of 70,1st year middle school students participated in this study.Before the learning,students were asked to fill out a questionnaire regarding their prior knowledge test.Two experimental groups were used concept map by reading material: generative concept map group(GCM)and provided concept map group(PCM).GCM students ought to build up the concept map while they are reading textbook materials.PCM students were provided concept map from the teachers.The control group(CG)was a conventional class which the teacher gave a lecture.In each group,students studied same contents on a photosynthesis in plants except the methods of using the concept map.The results showed that there was a significant difference in achievements between PCM and GCM,CG.PCM showed lower achievement than other groups.There was a significant difference in cognitive load.CG students felt higher cognitive load than the concept map groups.There was no difference in scientific attitude among groups.Generative learning might be more related in science learning than teacher-centered lecture and PGM.Therefore,we should consider presentation types of learning materials and cognitive load in science learning.