The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

摘要: Using a quasi-experimental design, the researcher investigated comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys 87 girls) in eight, seventh grade classes at Southeast Texas completed entire study. prior performance scores assure equivalence student achievement across groups, assigned teacher’s one three experimental groups. The independent variable, group, consisted levels: 40 control 59 trained individually generate maps computers, 62 collaboratively computers. dependent variables learning as demonstrated by comprehension test scores, quality created groups rubric scores. Students received training used their newly acquired skills or construct during study time. group had equivalent experiences for 50 minutes five days, excepting that worked independently without activities, individual maps, collaborative Both generated positive effect but neither strategy was more effective than other. However, who significantly higher those maps. concluded software, Inspiration™, fostered construction students’ helped capture evolving creative ideas organize them meaningful Students both attitudes toward using Inspiration™ software.