Reciprocal Kit-Building of Concept Map to Share Each Other’s Understanding as Preparation for Collaboration

Abstract

Collaborative learning is an active teaching and learning strategy, in which learners who give each other elaborated explanations can learn most. However, it is difficult for learners to explain their own understanding elaborately in collaborative learning. In this study, we propose a collaborative use of a Kit-Build concept map (KB map) called "Reciprocal KB map". In a Reciprocal KB map for a pair discussion, at first, the two participants make their own concept maps expressing their comprehension. Then, they exchange the components of their maps and request each other to reconstruct their maps by using the components. The differences between the original concept map and the reconstructed map are diagnosed automatically as an advantage of the KB map. Reciprocal KB map is expected to encourage pair discussion to recognize the understanding of each other and to create an effective discussion. In an experiment reported in this paper, Reciprocal KB map was used for supporting a pair discussion and was compared with a pair discussion which was supported by a traditional concept map. Nineteen pairs of university students were requested to use the traditional concept map in their discussion, while 20 pairs of university students used Reciprocal KB map for discussing the same topic. The results of the experiment were analyzed using three metrics: a discussion score, a similarity score, and questionnaires. The discussion score, which investigates the value of talk in discussion, demonstrates that Reciprocal KB map can promote more effective discussion between the partners compared to the traditional concept map. The similarity score, which evaluates the similarity of the concept maps, demonstrates that Reciprocal KB map can encourage the pair of partners to understand each other better compared to the traditional concept map. Last, the questionnaires illustrate that Reciprocal KB map can support the pair of partners to collaborate in the discussion smoothly and that the participants accepted this method for sharing their understanding with each other. These results suggest that Reciprocal KB map is a promising approach for encouraging pairs of partners to understand each other and to promote the effective discussions.

Collaborative concept mapping with reciprocal kit-build: a practical use in linear algebra course

“…A possible factor contributing to better group outcomes is the interaction during discourse. The initial study of RKB presents that the pairs in the experimental groups demonstrate more exploratory talk when they discuss each other's ideas, compared to the pairs who were not using the system (Wunnasri et al 2018a(Wunnasri et al , 2018b. Exploratory talk is a type of talk in which partners engage in each other's ideas critically but constructively (Mercer 1996).…”

“…While creating an individual map is a method to express own understanding, the reconstruction activity is a method to understand the partner's point of view. Ideas exchange through the reconstruction of concept map components from a partner's map, and the discussion of difference maps could encourage understanding of the partner's representation (Wunnasri et al 2018b). Comprehension of partner representation becomes visible.…”

“…Initial studies of the RKB approach showed that it promoted productive discussion between partners compared to the group without reconstruction and difference mapsupported discussion (Wunnasri et al 2018a). The RKB map also encouraged the pair of partners to understand each other based on the similarity score of the individual's map after discussion (Wunnasri et al 2018b). Their findings demonstrated that the RKB can be used to share understanding as preparation for collaboration.…”

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

“…A strategy to foster knowledge convergence during collaboration is by nurturing group members to apply the knowledge available to them, both shared and unshared knowledge. The current study employs the Reciprocal Kit Build (RKB) approach, as introduced by [10], [11], to allow students to externalize their thinking, exchange knowledge through reconstruction, and discuss group members' similar and dissimilar areas of understanding, with the support of a difference map. The approach engages group members to operate on boundary objects; i.e., the map structures and components.…”

“…Previous studies showed that the RKB approach promotes productive discussion [10], [11]. Unlike those studies, after following the proposed activity, we ask the students to build an integrated map that represents their understanding as a group.…”