Learning from reviewing peers’ concept maps in an inquiry context: Commenting or grading, which is better?

Giving feedback on peers’ concept maps as a learning experience: does quality of reviewed concept maps matter?

“…Inquiry learning imitates the scientific research process, so that including a feedback-giving activity, which is usually part of that process, can make the experience more natural. A recent study by Dmoshinskaia et al (2021) demonstrated that commenting on peers' work in an online inquiry learning environment led to reviewers' learning. Online learning environments allow students to follow their own pace and construct their own learning path, and their learning can be enhanced by configuring online tools differently for different groups of students depending on their needs (e.g.…”

Effect of self‐constructed concept map with peer feedback on chemistry learning outcome

“…Concept maps come in various forms and are used in a multitude of ways (from expert generated to student‐constructed maps). The focus of this study is on student‐constructed maps (Dmoshinskaia et al, 2021). Schroeder et al (2018), in their review, found that participants who learned with self‐constructed concept maps outperformed those who studied preconstructed concept maps, listened to a lecture, or read a text passage.…”

“…Lim et al (2009) found that the learner‐constructed concept‐mapping strategy was more effective than the expert‐generated concept‐mapping strategy on knowledge acquisition. Recent research on the use of concept maps within STEM learning environments provides some evidence that learner‐constructed concept mapping is beneficial for enhancing learning performance when learners assume an active role in learning (Dmoshinskaia et al, 2021; Hwang et al, 2014; Moyses et al, 2010). However, learner‐constructed concept maps are not entirely without limitations.…”

“…However, learner‐constructed concept maps are not entirely without limitations. Studies have argued that a lack of guidance in the concept mapping process may undercut the positive effects of learning and perceptions for students with low prior knowledge (Chang et al, 2001; Dmoshinskaia et al, 2021; Roessger et al, 2018; Soleimani & Nabizadeh, 2012; Tsai et al, 2001). Low prior knowledge learners may not have adequate skills to construct a map and learn meaningfully from a self‐generated concept map (Bednall & Kehoe, 2011; Fiorella & Mayer, 2016).…”

“…A similar study found conceptual change texts accompanied by concept mapping instruction produced a positive effect on students' understanding of concepts (Sungur et al, 2010). Research also revealed that undergraduate physics students involved in peer feedback and concept mapping have higher learning performance than those not involved (Dmoshinskaia et al, 2021; Huisman et al, 2018; Hsu & Hsu, 2016; Li et al, 2020; Lin, 2018). Some studies have indicated that having students define their own criteria for giving feedback is more beneficial than providing them with ready‐made criteria or rubrics.…”