摘要：AbstractIndependently processing and learning informative study texts becomes increasingly important from the age of 11-13, when the focus shifts from ‘learning to read’ to ‘reading to learn’. The need arises to support students in dealing with study texts and stimulating generative study strategies promoting active knowledge transformation. This study shows that a Mind Map (MM) intervention can prompt fifth and sixth graders to use MM during text learning. Furthermore, the MM instruction method, students’ gender, MM appreciation, and self-efficacy seem to influence their spontaneous use. No significant differences were found on immediate free text recall.
关键词：Learning from texts;Mind Maps;instruction method;gender;appreciation;self-efficacy
