Comparative Effects of Individual and Collaborative Construction of Concept Maps

• In Event: Science Teaching and Learning: Higher Education

Abstract

This study explored the comparative effects of individually constructed and collaboratively constructed concept maps on learning performance in chemical equilibrium. A total of 323 undergraduate students enrolled in an introductory chemistry course participated in this study. The complexity of student generated maps, prior knowledge, post-test scores, and high school and previous semester GPAs were collected. Findings revealed that students who worked collaboratively produced concept maps of greater complexity than those who constructed maps individually, however, this did not have an impact on their learning outcomes. In the individual condition, students' learning outcomes were found to be predicted by the quality of their maps. We conclude with implications of the findings.

Authors

• Qinglong Liu, East China Normal University

• Rachel Min Wong, University of Tennessee

• Olusola Olalekan Adesope, Washington State University

• Krista Nishida, Washington State University - Pullman