[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-191723-105":53,"doc-detail-191723-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","study-on-extended-scratch-build-concept-map","Study on Extended Scratch Build Concept Map","","This study investigates the effectiveness of an extended concept map approach in learning. The research involved two phases where students initially created a concept map based on original material and then expanded upon it using additional material. The methodology included lectures, concept map creation, pre-tests, post-tests, and delayed tests to assess knowledge retention. Data analysis focused on comparing test scores and the complexity of the concept maps generated at different stages. The study employed a facilitator role for the teacher, guiding students through the learning process which involved receiving lecture material, participating in discussions, and actively constructing and refining their concept maps. The phases were structured with specific time allocations for each activity, ensuring a systematic approach to learning and knowledge integration. The concept map complexity was measured by comparing the 'Original map' and 'Additional map' metrics, indicating the depth and breadth of understanding students achieved after incorporating new information. Test results demonstrated a significant improvement from pre-test to post-test and sustained knowledge in the delayed test, suggesting the pedagogical approach enhanced learning outcomes.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/study-on-extended-scratch-build-concept-map/191723/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/study-on-extended-scratch-build-concept-map/191723.png","ImageObject",442,249,{"name":88,"@type":89},"Adam","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-09-29","2026-09-03",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",8,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What are the key phases of the study?","Question",{"text":109,"@type":110},"The study involves two main phases: Phase 1, where students create a concept map based on original material, and Phase 2, where they expand this map using additional material.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How was student learning assessed in this study?",{"text":114,"@type":110},"Student learning was assessed through pre-tests, post-tests, and delayed tests administered at different stages of the study. Additionally, the complexity of the concept maps created by the students was analyzed.",{"name":116,"@type":107,"acceptedAnswer":117},"What was the teacher's role in the study?",{"text":118,"@type":110},"The teacher acted as a facilitator, providing lectures, guiding students through material, and assisting them in creating and expanding their concept maps.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},191723,1788410372,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":126,"read_time":79},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Phases | Teacher’s activity | Students’ activity | Duration |\n| --- | --- | --- | --- |\n| 1 | Act as facilitator | Receive a pre-test | 10’ |\n|  | Give a lecture with original part material | Following and\u003Cbr>participate in lectures | 25’ |\n|  | Act as facilitator | Create a concept map based on the original material | 15’ |\n| 2 | Continue giving the lecture with additional part material | Following and\u003Cbr>participate in lectures | 25’ |\n|  | Act as facilitator | Expand the previous concept map by referring additional material | 15’ |\n|  | Act as facilitator | Receive a post-test | 10’ |\n|  | Act as facilitator | Receive a delayed-test (1 week later) | 10’ |\n\n\n| Pairs | N | Min | Max | Median | Mean | SD |\n| --- | --- | --- | --- | --- | --- | --- |\n| Pre-test | 25 | 20 | 80 | 40.00 | 46.00 | 15.546 |\n| Post-test | 25 | 50 | 100 | 90.00 | 80.00 | 15.275 |\n| Delayed-test | 25 | 40 | 100 | 70.00 | 74.40 | 16.850 |\n\n| Pairs | N | Min | Max | Median | Mean | SD |\n| --- | --- | --- | --- | --- | --- | --- |\n| Original map | 25 | 14 | 48 | 24.00 | 24.88 | 8.941 |\n| Additional map | 25 | 10 | 52 | 30.00 | 31.32 | 11.257 |","cbCaichQypeAkQqE","https://ap.wps.com/l/cbCaichQypeAkQqE","pdf",950166,10,"English","# Phases\n## Teacher’s activity\n## Students’ activity\n## Duration\n# Pairs","[{\"question\":\"What are the key phases of the study?\",\"answer\":\"The study involves two main phases: Phase 1, where students create a concept map based on original material, and Phase 2, where they expand this map using additional material.\"},{\"question\":\"How was student learning assessed in this study?\",\"answer\":\"Student learning was assessed through pre-tests, post-tests, and delayed tests administered at different stages of the study. Additionally, the complexity of the concept maps created by the students was analyzed.\"},{\"question\":\"What was the teacher's role in the study?\",\"answer\":\"The teacher acted as a facilitator, providing lectures, guiding students through material, and assisting them in creating and expanding their concept maps.\"}]","Study on Extended Scratch Build Concept Map | PDF"]