The Effects of Knowledge Maps on Acquisition and Retention of Visual Arts Concepts in Teacher Education | Zendy

Paige Vitulli | Zendy; Rebecca M. Giles | Zendy; Edward L. Shaw | Zendy

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The Effects of Knowledge Maps on Acquisition and Retention of Visual Arts Concepts in Teacher Education

Author(s) -

Paige Vitulli,

Rebecca M. Giles,

Edward L. Shaw

Publication year - 2014

Publication title -

education research international

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.29

H-Index - 5

eISSN - 2090-4002

pISSN - 2090-4010

DOI - 10.1155/2014/902810

Subject(s) - clarity , psychology , the arts , knowledge retention , concept map , mathematics education , knowledge acquisition , line (geometry) , social psychology , cognitive psychology , computer science , visual arts , artificial intelligence , medical education , mathematics , art , medicine , biochemistry , chemistry , geometry

This study examined the use of knowledge maps as a tool for teacher education students to increase knowledge acquisition and retention of concepts related to the visual arts design elements: line, color, and shape. Participants were randomly assigned to either the no map or knowledge map group. Three instruments—Student Autobiography, Elements of Design Tests (EDT), and Knowledge Map Questionnaire—were used to collect data. Results revealed significantly higher means on the immediately administered posttest for the elements line and color and the delayed posttest for line map group. Questionnaire responses indicated positive attitudes toward knowledge map use as a study strategy. Specifically, endorsement was reported toward maps’ clarity, effectiveness for learning concepts, and enjoyment of use

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