University of Twente Student Theses


Basisschool leerlingen gaan in gesprek: effect van instructie op samenwerkend leren in een concept mapping taak

Klaus, K. (2013) Basisschool leerlingen gaan in gesprek: effect van instructie op samenwerkend leren in een concept mapping taak.

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Abstract:In a concept mapping task, pupils acquire knowledge by restructuring their prior knowledge, by organizing presented information, and by linking concepts together. These processes have a positive influence on the conceptual understanding of pupils. Concept mapping proves especially effective when it is applied in a collaborative setting. In that setting, the concept map is seen as joint product, which all pupils must back and this leads to discussion to gain consensus. According to the “transactivity”-principle, consensus is reached best, when pupils listen to one another, respond to others ideas, and then integrate those ideas in their own perspective in a critical manner. This allows for processing knowledge at a profound level. However, pupils appear not to take optimal advantage of collaborative concept mapping due to a lack of collaboration skills. Young pupils especially, have need of instruction to learn collaboration skills. In this research an instruction plan, consisting of seven collaboration rules, was tested for effectiveness. The expectation was that pupils would perform better at knowledge tests, by working with the instruction plan. Moreover, it was thought that the conversations in the experimental condition would achieve a higher degree of transactivity. Eighty-six primary school pupils were randomly assigned to either the experimental condition or the control condition. Pupils in the experimental condition received instruction for effective collaboration; pupils in the control group did not receive any instruction. All pupils studied a new topic (photosynthesis) and in pairs made a concept map of that topic. The results showed that both conditions performed equally, regarding the learning outcomes. It is possible the pupils in the experimental condition had difficulty focusing their attention to the learning and collaborative processes. The instruction did prove to have a positive effect on the manner of communicating. The pupils in the experimental condition proved especially to incorporate the statements of their partners in their own perspective and use those statements as the basis for their own reasoning. In future research, it might be worthwhile to take into account the substantive quality of the dialogues and the internal scripts of the pupils, in order to increase the transactivity.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
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