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.


Published in:
Proceedings of the 5th International Conference on Concept Mapping
Presented at:
5th International Conference on Concept Mapping, Santos, Brazil, September 22-25, 2014
Year:
2014
Keywords:
Laboratories:




 Record created 2015-06-16, last modified 2018-09-13

Publisher's version:
Download fulltext
PDF

Rate this document:

Rate this document:
1
2
3
 
(Not yet reviewed)