Collaborative Concept Mapping: Provoking and Supporting Meaningful Discourse

Presents four Dutch teachers' experiences with concept mapping, identifying features of the concept mapping task that helps it provoke and support a productive student discourse and explaining that the design of the task can affect the quality of student interaction. The paper describes the con...

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Bibliographic Details
Published in:Theory into practice 2002, Vol.41 (1), p.40-46
Main Authors: van Boxtel, Carla, van der Linden, Jos, Roelofs, Erik, Erkens, Gijsbert
Format: Article
Language:English
Subjects:
Achievement Gains
Classrooms
Collaboration
Collaborative learning
College professors
Concept Mapping
Concepts
Cooperative Learning
Diagrams
Educational research
Electric current
Electric potential
Electrical circuits
Electricity
Elementary Secondary Education
Energy
Experiment design
Foreign Countries
Group Discussion
Group work in education
Knowledge
Learning Activities
Mass instruction
Netherlands
Physics
Prior Learning
Schools
Science education
Social aspects
Software quality
Student interaction
Students
Study and teaching
Teaching Methods
Team learning approach in education
Units of Study
Websites
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Summary:Presents four Dutch teachers' experiences with concept mapping, identifying features of the concept mapping task that helps it provoke and support a productive student discourse and explaining that the design of the task can affect the quality of student interaction. The paper describes the concept mapping task, student articulation of feelings, elaboration of conceptual knowledge, and co-construction of meaning. (SM)
ISSN:0040-5841
1543-0421
DOI:10.1207/s15430421tip4101_7