The Effect Of Combination Of Retrieval Practice And Concept Map On Middle School Students’ Science Learning

Retrieval is the process of retrieving encoded information from memory.Concept map is used to represent words or concepts in many education environment information of the chart.Retrieval practice enhance learning of educational materials,and previous research has shown that retrieval practice can improve learning performance as much as constructing concept maps.However,there are few studies comparing the effects of the two learning strategies,and the results are questionable.Even the combination of retrieval practice and concept map did not produce strong results.This research is to carry out further exploratory research under such research background.In sorting out the existing studies,it is found that the current studies mainly have the following problems :(1)there is no systematic training on the construction of concept maps in the research,but only simple guidance before the experiment,so it is difficult to determine whether the subjects have mastered how to construct concept maps.(2)In the combination of retrieval practice and concept maps,different forms of concept map learning were not involved,making the research conclusions slightly one-sided.For example,the concept map constructed by learners is changed to that constructed by subject experts.(3)Most studies use college students as subjects,considering the age level,knowledge reserve and intellectual development of the subjects,so we hope to test the influence of these two learning strategies and their combination on learning in middle school students.This study choose the grade seven students as the research object,through three experiments,from the perspective of the constructing concept map,translating the concept map test retrieval practice and concept mapping activities and their combining with the study effect,and to further explore translate the complexity of different concept map combined with retrieval practice.Experiment 1 choose 115 students,the students who participated in the concept map constructing activity were trained for 4 weeks,and the learning effect of retrieval practice and concept map constructing activity was compared and combined.Experiment 2 choose 105 students,we compared and combined the learning mode of translating concept map with retrieval practice.Experiment 3choose 76 students,in the case of different test intervals,explore students’ learning effects when translating concept maps of different complexity and combining them with retrieval practice.The main conclusions of this study are summarized as follows: Firstly,after 4-week training of concept map construction,the learning strategy combined with the constructing concept map and retrieval practice leads to better academic performance in science learning.Secondly,it is also an effective learning strategy to ask students to use their own language to explain the concept map constructed by the teacher according to the learning materials,combined with retrieval practice.Thirdly,compared with asking the students to explain the concept diagram first and then retrieval practice,presenting the concept concept with a more complete corresponding relationship with the learning material will make the students perform better in the subsequent tests.