Haugwitz, Marion; Nesbit, John C.; Sandmann, Angela:
Cognitive ability and the instructional efficacy of collaborative concept mapping. Learning and Individual Differences.
2010
In: Learning and Individual Differences, Jg. 20 (2010), Heft 5, S. 536 - 543
Artikel/Aufsatz in Zeitschrift / Fach: Biologie
Fakultät für Biologie » Didaktik der Biologie
Titel:
Cognitive ability and the instructional efficacy of collaborative concept mapping. Learning and Individual Differences.
Autor(in):
Haugwitz, Marion; Nesbit, John C.; Sandmann, Angela im Online-Personal- und -Vorlesungsverzeichnis LSF anzeigen
Erscheinungsjahr
2010
Erschienen in:
Learning and Individual Differences, Jg. 20 (2010), Heft 5, S. 536 - 543
ISSN

Abstract:

Data were gathered from 248 secondary students (14 years old, 56% female) who learned about the circulatory system in 77 self-selected collaborative groups. The learning outcomes of biology students who summarised by collaborative concept mapping were compared with those of students who summarised by collaborative writing. Learning groups randomly assigned to construct concept maps instead of conventional summaries generated more relations in the summary task and their members obtained higher individual scores on a post-test. The concept mapping strategy was found to be advantageous only for students whose cognitive ability was below the median for the sample and who were placed in groups with other students having low cognitive ability.