Concept Mapping and Questioning on Students’ Organization and Retention of Different Types of Science Knowledge

• In Event: Research in Reading and Literacy SIG: Paper Session 2: Reading and Writing

Abstract

This quasi-experimental study examined and compared concept mapping and questioning on students’ organization and retention of science knowledge when used in with interactive informational read-alouds. 58 third grade students, in four classes, completed an eight day unit regarding “soil formation.” Multiple assessments were administered at three time points (pre, post, and delayed). While both groups made gains, the concept mapping group scored significantly higher in 1) relational knowledge 2) identification of key ideas and 3) application of domain knowledge.

Authors

• Jaime Berry, Sam Houston State University

• Erin M. McTigue, Texas A&M University

• John P. Helfeldt, Texas A&M University