TY - JOUR
T1 - An enhanced concept map approach to improving children's storytelling ability
AU - Liu, Chen Chung
AU - Chen, Holly S.L.
AU - Shih, Ju Ling
AU - Huang, Guo Ting
AU - Liu, Baw Jhiune
N1 - Funding Information:
This study is supported in part by the National Science Council of the Republic of China, under contract numbers NSC 98-2511-S-008-004-MY3, NSC 98-2631-S-008-001, NSC 99-2631-S-008-004, NSC 99-2631-S-008-003.
PY - 2011/4
Y1 - 2011/4
N2 - Storytelling is an imperative and innovative pathway to enhance learning due to the fact that such activity prompts learners to reflect to construct meaning based on their observations and knowledge. Therefore, to develop and enhance students' storytelling ability has become an important issue for both educators and researchers. Since storytelling involves complex cognitive processes, this study proposed an enhanced concept map approach featured with story grammars to help children develop stories. By gathering the stories developed by 114 third-graders, this study aimed to investigate whether the concept map approach can enhance their storytelling ability. It is found that the children, who used the concept map with story grammars, can develop stories with more complex structure, clearer subjects, more creative ideas, and abundant contents than those only using the concept map without the grammars. Such findings support that the concept map and story grammars can be an effective approach for developing learner-centered storytelling tools which help students develop and apply the knowledge about storytelling.
AB - Storytelling is an imperative and innovative pathway to enhance learning due to the fact that such activity prompts learners to reflect to construct meaning based on their observations and knowledge. Therefore, to develop and enhance students' storytelling ability has become an important issue for both educators and researchers. Since storytelling involves complex cognitive processes, this study proposed an enhanced concept map approach featured with story grammars to help children develop stories. By gathering the stories developed by 114 third-graders, this study aimed to investigate whether the concept map approach can enhance their storytelling ability. It is found that the children, who used the concept map with story grammars, can develop stories with more complex structure, clearer subjects, more creative ideas, and abundant contents than those only using the concept map without the grammars. Such findings support that the concept map and story grammars can be an effective approach for developing learner-centered storytelling tools which help students develop and apply the knowledge about storytelling.
KW - Evaluation of CAL systems
KW - Human-computer interface
KW - Interactive learning environments
KW - Multimedia/hypermedia systems
UR - http://www.scopus.com/inward/record.url?scp=78650172036&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2010.10.029
DO - 10.1016/j.compedu.2010.10.029
M3 - 期刊論文
AN - SCOPUS:78650172036
SN - 0360-1315
VL - 56
SP - 873
EP - 884
JO - Computers and Education
JF - Computers and Education
IS - 3
ER -