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Here, we show that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping. The advantage of retrieval practice generalized across texts identical to those commonly found in science education. The advantage of retrieval practice was observed with test questions that assessed comprehension and required students to make inferences. The advantage of retrieval practice occurred even when the criterial test involved creating concept maps. Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.

Retrieval is the key process for understanding learning and for promoting learning. It is essential for understanding learning because all expressions of knowledge involve retrieval and therefore depend on the retrieval cues that are available in a given context.

"This demonstrates that medical students using mind maps can successfully retrieve information in the short term, and does not put them at a disadvantage compared to SNT students."

Simply put, writing effective questions is easier than it might seem. You will more often than not observe gains from the very act of engaging your student in the mind tasks of metacognition and retrieval practice and then peer discussion. The questions will of course improve once you get feed back from students and make tweaks.