Concept mapping and text writing as learning tools in problem-oriented learning

In two studies we investigated whether concept mapping or summary writing better support students while learning from authentic problems in the field of business. We interpret concept mapping and summary writing as elaboration tools aiming at helping students to understand new information, and to integrate it with prior knowledge. We hypothesize concept mapping to be superior to summary writing. Both studies had a pre-test and post-test design with two experimental groups (concept mapping and summary writing). In the first study, 26 students of a commercial high school (pre-university level) in their next to last year took part. In the second study 30 students aged 16-18 years from the pre-final year of pre-university education participated. Contrary to our expectations, in both studies the groups did not differ significantly in pre-test and post-test scores. However, the concept mapping condition seems to better support meaningful argumentation and elaboration of information.