Knowing About Collaborative Digital Concept Maps Is Not Enough

• In Event: Roundtable Session 40
  In Roundtable Session: Technology, Instruction, Cognition and Learning SIG Roundtable 1: Issues in Knowledge Representation

Abstract

This paper reports on the use of collaborative digital concept mapping in a Science Communication unit taught during Trimester 1/2011 at a University in Australia. In small groups, undergraduates (N=93) created concept maps on a science topic of their choice (i.e. Biotechnology, Genetics, Virology, Ecology) while developing their Higher Order Thinking Skills (HOTS). According to Bloom (1956) these include the recall, comprehension, application, analysis, synthesis and evaluation of ideas or information. The data collection contains surveys (using multiple choice options and 5-point Likert scales), semi-structured interviews and the collaboratively constructed digital concept maps. The findings indicate that all students think that learning with, through and about digital concept maps has helped them develop HOS.

Author

• Ria Hanewald, Deakin University