Scriptorum · Journal article · Frontiers Media SA · March 2024
About this paper
Lechuga et al. examine how the order of retrieval activities affects learning from an educational text among high school students. The study compares creating a concept map from memory followed by paragraph recall with the same activities in reverse order. The final analysis includes 60 students from a public high school in Jaén, Spain, after concept-mapping training. Participants were randomly assigned to the two sequences. The authors report better performance on a learning test two weeks later when concept mapping came first, despite lower initial retrieval success. They interpret the findings as evidence that the sequence of retrieval activities can affect later learning. The authors identify limitations including the small sample, restricted learning materials and the absence of an assessment of prior subject knowledge. These qualifications limit how broadly the findings can be applied.
Read the paper
Read or download the paper (PDF)
© 2024 María Teresa Lechuga, Juana M. Ortega-Tudela and Carlos J. Gómez-Ariza. Originally published in Frontiers in Education, 9, 1287744. https://doi.org/10.3389/feduc.2024.1287744. CC BY 4.0. Original PDF, unchanged. Licence and permitted reuse.
Details
- Author: María Teresa Lechuga; Juana M. Ortega-Tudela; Carlos J. Gómez-Ariza
- Publisher: Frontiers Media SA
- Published: March 2024
- Type: Journal article
- Country: Spain
- Subjects: Retrieval practice, Concept mapping, Learning, Secondary education
- Catalogue number: SCR-000007 · P8-S-ART-LRN-002
How to cite
Lechuga, M. T., Ortega-Tudela, J. M., & Gómez-Ariza, C. J. (2024). Retrieval-based concept mapping makes a difference as a retrieval practice activity: a study with high school students. Frontiers in Education, 9, Article 1287744. https://doi.org/10.3389/feduc.2024.1287744
Mouseion catalogues this paper neutrally. The summary describes what the authors say; it is not an Atlas Media position.