A quasi-experimental study of the impact of author-provided and student-generated Mind Maps on processing and learning text information in primary education.

01 October 2010 → 30 September 2014
Regional and community funding: Special Research Fund, Research Foundation - Flanders (FWO)
Research disciplines
  • Social sciences
    • Education curriculum
    • Education systems
    • General pedagogical and educational sciences
    • Specialist studies in education
    • Other pedagogical and educational sciences
text processing self-regulated learning educational sciences
Project description

The study focuses on learning strategies students from the third grade of primary education can apply for effectively processing, acquiring, and learning information. Working with Mind Maps seems promising in supporting students in this domain. We explore how children structure, process and learn text information with or without author-provided and student-generated Mind Maps. Also specific learner characteristics are taken into account.