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Confronting and constructing concept maps

Langendoen, Manon (2014) Confronting and constructing concept maps.

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Abstract:This study investigated whether the individual learning gain of fifth year pre-university track students was positively influenced by the opportunity to inspect their collaborative partners’ individually constructed concept map. It was also investigated whether the quality of the collaboratively constructed concept maps and the quality of the dialogue were positively influenced by the opportunity to inspect their collaborative partners’ individually constructed concept map. This quasi-experimental field study included a total of sixty-eight pre-university track students from three different classes who worked collaboratively on constructing a concept map, after first having constructed an individual concept map. The instructional goal was to construct a collaborative concept map, that completely explained the greenhouse effect. Individual learning gains were measured with the help of a pre-test, mid-test and post-test. Students were divided over two conditions. Students in one condition did get the opportunity to inspect their collaborative partners’ individually constructed concept map, while students in the other condition did not get this opportunity. The opportunity to inspect their collaborative partner’s individually constructed concept map was expected to be an extra source for gaining knowledge on the learning domain. Contrary to our expectations, results indicated that the opportunity to inspect their collaborative partners’ individually constructed concept map did not positively influence the individual learning gain of the students. Results suggested that the opportunity to inspect their collaborative partners’ individually constructed concept map may have had a negative influence on the quality of the collaboratively constructed concept map, as well as the quality of the dialog. These results however were just marginally or not significant and only suggested a trend. Future research could investigate whether the quality of the collaboratively constructed concept map and the quality of the dialog of students is indeed negatively influenced by the opportunity to inspect their collaborative partners’ individually constructed concept map.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/64832
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