Effects of Increased Exposure to Collaborative Concept Maps on Critical Thinking Skills of Kindergarten Students

• In Event: Examining the Possibilities and Limitations of Science Teaching and Learning in Early Childhood and Elementary Contexts

Abstract

This quasi-experimental study examined the effect of increased exposure to collaborative concept mapping on critical thinking skills of analysis and interpretation of kindergarten students in two different classrooms in a low-income, public school in the Pacific Northwest of USA. Class A had five exposures while class B had three exposures in large group and dyad formats on topics required by the Next Generation Science Standards. The dependent measures were reasoning skill tests which facilitate skills of analysis and interpretation in a way that constitutes an additional and supplementary part of the Common Core Standards for Math in Washington State. Results showed that the group with five exposures significantly outperformed the group with three exposures, particularly in the skill of analysis.

Authors

• NarayanKripa Sundararajan, Washington State University - Pullman

• Olusola Olalekan Adesope, Washington State University

• Andy R. Cavagnetto, Washington State University