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Tiêu đề
A Classroom Study on the Role of Prior Knowledge and Retrieval Tool in the Testing Effect
Tác giả
Francis A.P.; Wieth M.B.; Zabel K.L.; Carr T.H.
Năm xuất bản
2020
Source title
Psychology Learning and Teaching
Số trích dẫn
6
DOI
10.1177/1475725720924872
Liên kết
Tóm tắt
This quasi-experimental study investigated the role of prior psychology knowledge and in-class retrieval activity in the testing effect. Undergraduate introductory psychology students (N = 53) from two classes at a small liberal arts college practiced retrieving information in class with multiple-choice quizzing and concept mapping. Prior psychology knowledge was measured using a 25-item multiple-choice pretest. Both students with high and low prior psychology knowledge had higher scores on examination material that was practiced in class with retrieval-based concept mapping compared to traditional multiple-choice quizzes and to no organized in-class retrieval activity at all. Only students with high prior psychology knowledge had higher scores on quizzed material compared to no organized in-class retrieval practice, and these scores were lower than those on material that was practiced with in-class concept mapping. In comparison to administering multiple-choice quiz questions, a more useful in-class activity might be to have students, especially those with less prior psychology knowledge, practice retrieving material through free recall and connection building activities such as a concept map. © The Author(s) 2020.
Từ khóa
Concept maps; prior knowledge; testing effect
Tài liệu tham khảo
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Nơi xuất bản
SAGE Publications Inc.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus