The Concept Matrix as a Cognitive Strategy: An Interpretive Inquiry into Concept Training.

Outcomes, processes, and emerging questions associated with using matrix structures as both a teaching strategy used by the instructor and a cognitive learning strategy used by cooperative groups of students were studied. In analyzing these concept learning strategies, an effort was made to triangulate sources of data and take into account aspects of the environment that are important to instructors and instructional designers. This study attempted to: identify major research questions regarding complex learning outcomes, and evaluate the utility of corresponding data sources. Focus was on increasing the effectiveness of studying a complex process (i.e., internalizing a cognitive strategy). Two pairs of matching rational set matrices of coordinate concepts related to chemistry were presented to 45 high school chemistry students in two chemistry classes at a southern public high school. Students (with one exception) worked cooperatively in two learning groups with the same instructor. In a second sequence, Group 1 used the teaching strategy, while Group 2 constructed their own concept matrices. After instructional matrix use, students took a quiz similar to one of the matrices. The result show that the concept matrix was a successful teaching strategy. The group constructing their own matrix as a learning strategy retained less information than did those who were taught via the matrix. Implications for instruction are discussed. Two tables and seven figures present the study data. (SLD)