Schwendimann, Beat Adrian2016-12-082016-12-082016-12-08201610.1007/978-3-319-45501-3_4https://infoscience.epfl.ch/handle/20.500.14299/131871WOS:000389799800004As constructing concept maps from scratch can be time consuming, this study explores critiquing given concept maps with deliberate errors as an alternative. A form of concept map that distinguishes between different levels, called Knowledge Integration Map (KIM), was used as an assessment and embedded learning tool. The technology-enhanced biology unit was implemented in four high school science classes (n=93). Student dyads in each class were randomly assigned to the KIM generation (n=41) or critique (n=52) task. Dyads in the generation group created their own connections from a given list of concepts, while dyads in the critique group received a concept map that included commonly found errors. KIMs in both groups consisted of the same concepts. Findings indicate that generating or critiquing KIMs can facilitate the construc-tion of cross-level connections. Furthermore, results suggest that critiquing con-cept maps might be a more time-efficient alternative to generating concept maps from scratch.Concept mapAssessmentScience educationCritiqueCollaborationKnowledge integrationLearningtext::conference output::conference proceedings::conference paper