Matching representational tools' ontology to part-task demands to foster problem-solving in business economics

whether this is only true for remembering and understanding. In a replication study planned for the school year 2009/2010 we will use exactly the same design except that we will train the students in constructing concept maps a number of times before starting the management game. Thus we will be able to determine whether results can be explained by familiarity with a special technique. Furthermore, we will apply the design to another topic in the field of business in order to exclude the possibility of the results depend on a specific business topic. Finally, we are going to examine whether concept mapping can foster the development of procedural knowledge and higher cognitive process dimensions, e.g., applying or analyzing.