Year: 2012
Type: conference-paper
Study design: Clinical Trial
Abstract: . There has been significant interest among researchers in the instructional use of concept maps and collaboration\nscripts. Some studies focus on students' collaboration on concept mapping tasks; others focus on scripts to structure learning\ntasks and guide interactions. Little is known about scripted collaborative concept mapping. This article reports a study in which\nwe examine the effects on meaningful learning of scripting students' argumentative interactions during collaborative "enriched\nskeleton concept mapping". Each concept in the enriched skeleton concept map (ESCoM) contains "annotated factual multimedia\ninformation" and an embedded micro collaboration script.\nThe study was performed in a Biomolecules course of the Bachelor of Applied Science program. First-year students were\nrandomly assigned to an experimental group of 44 students and a control group of 49 students. In the experimental group,\nstudents worked together in pairs on an ESCoM guided by embedded collaboration scripts. The control group received the\nregular course.\nThe results show that students were able to handle and appreciate the enriched skeleton concept mapping products and processes.\nMoreover, concept maps appeared to be scored reliable and validly. Finally, the regular course exam showed that the\nexperimental group outperformed the control group. Enriched skeleton concept mapping resulted in a better understanding of the\nconceptual structure of the domain, the concepts and their relations.
Source: TU/e Research Portal
Institution: Eindhoven University of Technology
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W755429971