Abstract:

Ausubel’s Meaningful Learning theory emphasizes that concepts are components of a highly organized cognitive structure. Based on this theory, the meaningly learning occurs when new information is linked with existing concepts, and then modifies the prior framework of concepts to which it became linked.

Studies have demonstrated that concept mapping is an important metacognitive strategy for promoting meaningful leaming. On the other hand, computer-assisted concept mapping could help learners to construct and revise maps more efficiently when compared to a paper-and-pencil approach. Furthermore, the flexibility of computer-assisted map construction may benefit students with different learning styles.

Among many models and instruments developed to identify individual learning styles, the Kolb Learning Style Inventory is the most widely accepted model and its validity is supported by extensive empirical studies. The theory developed by David Kolb states that learning occurs on a four-stage cycle that comprises:
(1) concrete experience,
(2) reflective observation of the new experience,
(3) abstract conceptualization, and
(4) active experimentation.

And It is possible to enter the cycle at any stage and follow the sequence of the cycle. Based on both research and clinical observation, Kolb identified four learning styles: Accommodator, Diverger, Assimilator, or Converger.

This paper seeks to present some findings from a systematic review study, that show how learning styles may influence the learning achievement by students using different techniques for concept mapping construction.

Keywords:

Learning styles, concept mapping, education.