Fehlerhafte Concept Maps im betriebswirtschaftlichen Planspielunterricht – Lernen aus eigenen vs. Lernen aus fremden Fehlern

Abstract

Complex learning environments such as management games are used in instruction to prepare students to deal successfully with workplace challenges and everyday-life situations. In addition, they should support students in their self-development. However, complex learning environments are by no means fast-selling items. Rather, due to their complexity often no definitely true or false answers exist, and errors are often unavoidable. Consequently, the potential of complex learning environments can only be fully exploited in case instructional support is provided, e. g. by using learning strategies such as concept mapping. Concept mapping can be combined with learning from errors by using erroneous concept maps which have to be corrected by the students. Though research has shown learning from errors to be effective in general, until now only few studies examine whether learning from own erroneous concept maps is superior or inferior to learning from others’ erroneous concept maps. Against this background the study presented here aims at examining whether correcting others’ erroneous concept maps supports learning of complex business knowledge better than correcting own erroneous concept maps. Based on existing studies the hypothesis was, that learning from others’ erroneous concept maps is superior to learning from own erroneous concept maps. The results support this assumption by trend.