Analysis of The Similarity of Individual Knowledge and The Comprehension of Partner's Representation during Collaborative Concept Mapping with Reciprocal Kit Build Approach

Abstract

Concept mapping is one of the instructional strategies implemented in collaborative learning to support discourse and learning. While prior studies have established its positive significance on the learning achievements and attitudes of students, they have also discovered that it can lead to students conducting less discussion on conceptual knowledge compared to procedural and team coordination. For instance, some inaccurate ideas are never challenged and can become ingrained. Designing a learning environment where individual knowledge is acknowledged and developed constructively is necessary to achieve similarity of individual knowledge after collaboration. This study applies the Reciprocal Kit Build (RKB) approach before collaborative concept mapping. The approach consists of three main phases: (1) individual map construction; (2) re-constructional map building; and (3) difference map discussion. Finally, each team will build a group map. Previous studies have shown that the visualization of similarities and differences during the third phase correlates with the improvement of concept map quality. The current paper presents our investigation on the effects of the first and second phases in terms of the final group products. We analyze the correlations between the similarity of individual knowledge represented in the first-phase maps, the comprehension of partner's representation during the second phase, and the changes of map scores. Our findings indicate that comprehension level is a stronger predictor than the similarity of individual knowledge for estimating score gain. The ways in which patterns of knowledge transfer from individual to group maps, which exhibit how the group products are built based on individual inputs, are also discussed. We illustrate that the number of shared and unshared links in the group solutions are proportionally distributed, and that the number of reconstructed links dominates the group solutions, rather than the non-reconstructed ones.

Semi-Automatic Concept Map Generation Approach of Web-Based Kit-Build Concept Map Authoring Tool

“…Thus, the concept map in which be decomposed into a kit could help the students focused on important ideas represented by the kit. Extending the concept mapping activity [15] and incorporating Kit-Build into collaborative learning [31,32] could also improve their interaction during learning [21,33] and help students to understand and comprehend the learning material.…”

Design and development of semi-automatic concept map authoring support tool

“…Studies on the practical implementation of Kit-Build in the elementary school science class (Sugihara et al 2012) and English as a Foreign Language (EFL) studies (Alkhateeb et al 2016;Andoko et al 2020) suggested that Kit-Build concept map have many positive impacts towards learning. Additionally, the Kit-Build concept map can be incorporated into a collaborative learning environment to facilitate students' discussion in sharing their knowledge and understanding (Sadita et al 2020b;Sadita et al 2020a;Wunnasri et al 2018).…”