Comparing two forms of concept map critique activities to support knowledge integration in biology education
Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two kinds of concept map critique activities embedded in an evolution unit: Student dyads in one group compared their concept maps against an expert map while dyads in the other group conducted a peer-review. Analysis of the concept maps suggests that both treatment groups significantly improved their understanding of evolution. However, the two groups developed different criteria: The expert-map group focused mostly on concept-focused criteria like concept classification while the peer-review group used more link-focused criteria like link labels and missing connections. This paper suggests that both critique activities can be beneficial to making more coherent connections across different topics in biology.