An Investigation Of Concept Map Teaching Strategies In High School Geography Education Based On ICAP Theory

Concept map is an effective tool to promote students' active learning and thinking.Many geography education researchers have proposed to use concept maps onto problem-based teaching,but there is still a lack of empirical research on the effect of concept maps used onto problem-based teaching,and there is a lack of specific teaching strategies of concept map in the classroom context.Therefore,this research attempts to explore the concept map teaching strategy based on the ICAP theory,which is suitable for the geographical problem-based teaching.This study conducted a quasi-experiment with teaching strategies(traditional teaching,reading expert concept maps,individual concept mappings,and collaborative concept mapping),learners' prior knowledge and meta-cognitive level as independent variable,to explore the effectiveness of concept mapping teaching strategies.The study found that:(1)Teaching strategies have a significant impact on learners' post scores,and the result support the hypothesis of the ICAP theory:collaborative concept mapping > individual concept mapping > reading expert concept maps > traditional teaching;(2)Learning motivation is interactively affected by meta-cognitive level and concept map teaching strategy;(3)The learner's perceived difficulty and perceived usefulness are affected by the meta-cognition level,and perceived difficulty and perceived usefulness have a mediation effect between meta-cognition level and learning motivation.This research provides a scientific empirical evidence for the using concept maps onto geographic problem-based teaching to cultivate problem-solving abilities,and thus provides a referential instruction strategy for problem-based teaching.In addition,this research result verifies the hypothesized order of learning outcomes of ICAP theory,which supports the development of ICAP theory.