Abstract :
The purpose of this study was to investigate the effects of two types of maps
(generative vs. completed) and the amount of prior knowledge (high vs. low)
on well-structured and ill-structured problem-solving performance. Forty-four
undergraduates who were registered in an introductory instructional
technology course participated in the study. Participants were randomly
assigned to two treatments that used generative and completed concept maps.
Within those treatment groups, participants were differentiated by prior
domain knowledge, high or low. Although the high knowledge-generative
group outperformed the other three groups on well-structured problemsolving
performance, it did not have an effect on ill-structured problem-solving
performance.
