Text concept mapping: the contribution of mapping characteristics to learning from texts

Text Concept Mapping (TCM) is based on graphical differentiations representing the text's content and structure components, on explicit semantic relations between components, and on an hierarchical organization of the components representing levels of generality and importance. TCM combines graphical organizer ontology with the Language of Thinking (LOT) ontology, proposed by Tishman and Perkins (1997), providing a database of epistemic stance, intellectual processes and products concepts. Effects of using TCM were tested during one school year study (4 classes, 112 eighth graders): In the first semester, language arts teachers practiced materials, according to an assigned study condition: two classes were taught using concept mapping, one with practicing LOT (TCM class); two classes were taught through regular learning skills program, one also practiced LOT. In the second semester, subject-matter teachers directed a collaborative inquiry process of preparing inquiry projects. The classes were tested on language, mapping, comprehension, and writing skills, before and after the intervention, and at the end of the year. Inquiry projects were evaluated also at this time. Results indicate an advantage for some measures of LOT, mapping, comprehension, and writing in the TCM class, and also in some measures of the inquiry projects. We propose that TCM is a potent mediator for learning with texts and for conducting complex learning tasks, compared with concept mapping only.