Effects of the use of Concept Maps on Historical Overview Knowledge

Abstract

Based on literature we hypothesized that connecting concrete to abstract concepts, and the combined use of substantial and meta-concepts are essential in learning historical overview knowledge. We argue that the use of concept maps provides a usable tool or instrument to do both. In a quasiexperimental study, 207 students participated using a pre-test post-test control group design. Four groups of approximately 25 students worked with concept-map assignments, and four control groups worked with regular assignments. Though thinking aloud and a control of the concept maps we conclude that students use meta-concepts and connect concepts of differed levels of abstraction, when creating a concept map. Analysis of the results of the quasi experimental study showed that the use of concept maps had a positive effect on students’ historical overview knowledge. Used covariates showed these effects to be caused by an effect for the older students and for the low-ability students. Consequences for teaching History in secondary education are discussed.