Using Computers to Individually-generate vs. Collaboratively-generate Concept Maps

• Published in: Educational technology & society Vol. 10; no. 4; pp. 269 - 280
• Main Authors: Kwon, So Young, Cifuentes, Lauren
• Format: Journal Article
• Language: English
• Published: Palmerston North International Forum of Educational Technology & Society 01-01-2007
• Subjects: CAI; Collaboration; Collaborative learning; Computer Assisted Instruction; Computer Software; Computers in education; Concept Mapping; Control groups; Cooperative Learning; Educational Technology; Electronic Learning; Full Length Articles; Grade 8; Group Activities; High school students; Instructional Effectiveness; Learning Strategies; Map skills; Middle School Students; Personal computers; Science Achievement; Science education; Science Instruction; Science learning; Student Attitudes; Student Surveys; Students; Teachers; Teaching Methods; Texas; Visual materials; Texas
• ISSN: 1176-3647; 1436-4522; 1436-4522

Five eighth grade science classes of students in at a middle school were assigned to three treatment groups: those who individually concept mapped, those who collaboratively concept mapped, and those who independently used their study time. The findings revealed that individually generating concept maps on computers during study time positively influenced science concept learning above and beyond independent use of study time, but that collaboratively generating concept maps did not. Students in both individual and collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration software. However, students in the collaborative concept mapping group did not like working in a group. This study contributes to the limited body of knowledge concerning the comparative effectiveness of individually and collaboratively-generating concept maps on computers for learning.