Johannes Gurlitt
[Person] [Project]
Johannes Gurlitt, Dipl. Psych.
Short Vita
- 1975:
- Born in Freiburg (Germany)
- 1997-1998:
- Computer science (major) and psychology (minor) at TU-Munich
- 1998-2004:
- Study of Psychology (major) and psychology and educational
- science (minor)at the University of Freiburg (Germany)
- 11/2004:
- Graduation in Psychology at the University of
- Freiburg (Germany).
- Thesis: "Concept Maps zur Vorwissensaktivierung
- und Reflektion über das eigene Wissen"
- [Concept Maps for prior knowledge activation and
- active reflection about knowledge]
- 2000/2003:
- Research assistant at the Department of Educational
- Psychology at the University of Freiburg
- (Chair: Prof. Dr. Alexander Renkl)
- 01/2005-09/2005:
- Visiting researcher at Rutgers University (USA)
- Topic: Visualization of invisible physical processes and
- abstract concepts with virtual reality simulations
- (Chair: Prof. Dr. Maria Kozhevnikov)
- Since September 2005:
- PhD student of the VGK
Contact
Phone: ++49 (0) 761 / 203 3005
FAX: ++49 (0) 761 / 203 3100
email: johannes.gurlitt@psychologie.uni-freiburg.de
WWW: Lehren und Lernen mit kognitiven WerkzeugenDepartment of Psychology
University of Freiburg
Engelbergerstr. 41
D-79085 Freiburg (Germany)
Current Projects
Prior knowledge activation with Concept Maps
Virtual Reality Simulations - How may virtual reality facilitate the understanding of relative motion?
Conceptual Simulations and Self-Explanations
Relationships between Virtual-Reality, Conceptual Simulationens, visual-spatial-abilities and cognitive style.
Finished Projects
Nückles, M., Gurlitt, J., Pabst, T., & Renkl, A. (2004). Mind Maps und Concept Maps. Visualisieren - Organisieren - Kommunizieren. München: Beck-Wirtschaftsberater im dtv.
Lernforum für Psychologie-StudentInnen
Online verfuegbare Mapping-Software
Ph.D. Project
Topic: Prior knowledge activation with Concept Maps
Supervisor: Prof. Dr. A. Renkl (Freiburg)
Start of the Ph.D. project: 09/2005
Summary
A think-aloud-study was conducted to examine how characteristic affordances of concept maps could be used for prior knowledge activation. Characteristic affordances of concept maps are connection lines representing the relationships between concepts and the labeling of these lines specifying the type of the semantic relationships. The first experiment examined effects of generating semantic relationships versus labeling existing semantic relationships during prior knowledge activation, 20 psychology students were given two concept-mapping tasks:
1) They had to draw and label the connections between the concepts of a map, and
2) they were given a map of concepts with connection lines and had to label the connections.Thinking-aloud protocols indicated more elaboration processes in the labeling-the-lines task than in the finding-and-labeling-the-lines task. On the other hand, the protocols indicated more overview and organization-processes in the finding-and-labeling-the-lines task. Thus, particular concept-ma pping tasks elicit qualitative differences in prior knowledge activation processes.
In the second experiment we investigate how generating semantic relationships versus labeling existing semantic relationships during prior knowledge activation affects the generation of questions, knowledge-transformation and navigation and in a hypertext-environment, as well as learning outcomes.
Publications & Conference contributions
Nückles, M., Gurlitt, J., Pabst, T., & Renkl, A. (2004). Mind Maps und Concept Maps. Visualisieren - Organisieren - Kommunizieren. München: Beck-Wirtschaftsberater im dtv.
M. Kozhevnikov, J. Gurlitt, M. Kozhevnikov & Sheverev, V. (2005). Human Computer Interaction: Visualization Processes in Learning Science. Demo presentation at the Vision Sciences Society (VSS), Fifth Annual Meeting from May 6 - 11, 2005 in Sarasota, Florida.
Gurlitt, J., Kozhevnikov, M. & Kozhevnikov, M. (2006). Fostering students' understanding of relative motion using immersive virtual reality. Proceedings of the NARST 2005 conference from March 3 - 6.4.06 in San Francisco (CD-ROM).
Gurlitt, J., Kozhevnikiv, M., Kozhevnikov, M. & Blajenkoiva, O. (2006). Kann virtuelle Realität Lernende beim Verständnis der Relativität von Bewegung unterstützen? 45. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Nürnberg.
Gurlitt, J., Kozhevnikiv, M., Kozhevnikov M. & Blajenkoiva, O. (2006). Fostering students’ understanding of one- and two-dimensional relative motion using immersive virtual reality. Poster presented at the 5th Symposium of the EARLI-SIG (Special Interest Group) on Conceptual Change. Stockholm, Sweden.
Gurlitt, J., Renkl, A., Motes, M., & Hauser, S. (2006). How can we use concept maps for prior knowledge activation – different mapping-tasks lead to different cognitive processes. In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), Proceedings of the 7th International Conference of the Learning Sciences (pp. 217-221). Mahwah, NJ: Erlbaum.
Gurlitt, J., Renkl, A., Faulhaber, L., Fischer, F. (in press). Interactions of expertise and prior-knowledge activation with low-coherent and high-coherent concept mapping tasks. In D. S. McNamara & G. Trafton (Eds.), Proceedings of the 29thAnnual Conference of the Cognitive Science Society. Mahwah: Erlbaum.
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Last update 2nd August 2006
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