摘要：AbstractUniversity teaching deals with complex and miscellaneous knowledge and higher education should focus on sustained conceptual understanding of relevant topics. Guidance on how to construct adequate knowledge structures can support meaningful learning. But lectures, for instance, often are structured in linear sequence by a number of slides and are thus biased towards linear representations of knowledge that are not appropriate for most scientific disciplines.In this study, a framework for concept maps was developed to complement lectures in human biology online. The course was aimed at student teachers at the undergraduate level. The work is based on recent theoretical research on the use of multimedia in learning environments and e-learning, knowledge structures perspectives of teaching and learning as well as theoretical assumptions of self-determination in educational processes. Each session (14 in total, e.g. human respiratory and circulatory system, physiology of senses, human anatomy) was supplemented by a digital concept map providing relevant concepts connected with linking words and continuative material attached via hyperlinks (e.g. images, web links, animations, video). Following each single lecture, students had free access to the concept maps to reinforce the latest topics and to prepare for the final examination. The objective of the study was to examine if the use of complementary concept maps (i) influences achievement and (ii) motivational variables. The students’ (N=171) concept map use was logged along with a documentation of their achievement and miscellaneous variables regarding their motivation (e.g. interest/ enjoyment, perceived competence, effort/ importance, value/ usefulness). The logfile-data allowed distinguishing learners according to the frequency and duration of their concept map use. Additionally, computer-related self-efficacy was documented as a moderating factor. Results reveal the benefit of additional concept maps for achievement and positive motivational aspects, moderating factors are discussed. The emphasize of further research should be on students’ active engagement in structuring their individual learning by constructing adequate concept maps themselves, especially in science education courses.
关键词：Science education;pre-service teacher training;digital concept maps;human biology;concept and content knowledge
