The comparative effect of individually-constructed vs. collaboratively-constructed computer-based concept maps
ARTICLE
So Young Kwon, Lauren Cifuentes
Computers & Education Volume 52, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
The researchers investigated the comparative effects of individually-constructed and collaboratively-constructed computer-based concept mapping on middle school science concept learning. One hundred and sixty one students completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, students were assigned to three groups: a self-selected study strategy group, an individual-concept mapping group, and a collaborative pairs – concept mapping group. Collaboratively and individually-constructing computer-based concept maps had equally positive effects on seventh grade middle school science concept learning as measured on a comprehension test. However, the students who collaboratively constructed concept maps created significantly higher quality concept maps than those who individually constructed concept maps indicating deeper conceptual understanding.
Citation
Kwon, S.Y. & Cifuentes, L. (2009). The comparative effect of individually-constructed vs. collaboratively-constructed computer-based concept maps. Computers & Education, 52(2), 365-375. Elsevier Ltd. Retrieved March 19, 2024 from https://www.learntechlib.org/p/66667/.
This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.
Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2008.09.012Keywords
- collaborative learning
- Comparative Analysis
- Computer Uses in Education
- computer-based learning
- concept mapping
- Constructivism (Learning)
- constructivist learning
- Cooperative learning
- Grade 7
- Independent Study
- learning strategies
- Middle School Education
- science education
- Science Learning
- Scientific Concepts
- teaching methods
- Web Based Instruction
Cited By
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Computer-based concept mapping combined with learning management system use: An explorative study under the self- and collaborative-mode
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Computers & Education Vol. 107, No. 1 (April 2017) pp. 127–146
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Asimina Riga, University of Thessaly, Greece; Nikolaos Papayiannis, Secondary Schools, Greece
International Journal of Education and Development using ICT Vol. 11, No. 3 (Dec 31, 2015)
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