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The effects of reciprocal teaching and direct instruction approaches on knowledge map (k-map) generation skill

The primary purpose of the present study is to investigate whether reciprocal teaching approach or direct instruction approach is more effective in the teaching of k-map generation skill. Secondary purpose of the study is to determine which of the k-map generation principles are more challenging for students to apply. The results of the study revealed that the students learning k-map generation skill through reciprocal teaching are more successful in generating k-maps than the students learning k-map generation skill through direct instruction. Hence, it can be argued that reciprocal teaching is more effective in teaching k-map generation skill than direct instruction approach. Another finding of the study is that the students experienced partial difficulties in some principles of generating a k-map such as “properly showing the relationships between the nodes with arrows”, “writing the correct tags on the arrows to show what type of relationships they exhibit”, “reflecting the main structure of the text in the k-map”, and “covering the whole text within the k-map”. 
 
 Key words: Knowledge-map, reciprocal teaching, direct instruction.