Using Concept Maps to Facilitate Collaborative Simulation-Based Inquiry Learning

Abstract

This study investigates the effect of a shared concept-mapping task on high school students' learning about kinematics in a collaborative simulation-based inquiry setting. Pairs of students were randomly assigned to a concept-mapping condition (12 pairs) or a control condition (13 pairs). Students in the concept-mapping condition had a computer-supported collaborative concept-mapping tool that aimed to integrate concepts and propositions. Students in the control condition used the same learning environment without the concept-mapping tool. Students' interactions with each other and with the simulation were tracked by log files. Learning was assessed with tests of intuitive and structural knowledge and a proposition test. Students in the concept-mapping condition exchanged significantly more chat messages related to experimentation, interpretation, and drawing conclusions and were more engaged in integration-oriented consensus building, which regression analysis showed to be positively related to learning gains for both intuitive and structural knowledge. Students in the concept-mapping condition outperformed their peers on the intuitive and structural knowledge tests. These results suggest that concept maps can positively influence consensus-building activities and learning in a collaborative inquiry-learning setting. The findings of the current study thereby contribute to the ongoing debate about (shared) graphical representations as scaffolds for collaborative learning.This study focuses on supporting the learning process of students who collaborate within a simulation-based inquiry-learning environment. In such an environment

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

“…When the information was presented to students' eyes, they could begin to process the information in the visual channel. The finding supported studies that representations of scientific concepts were effective in consolidating students' learning (Gijlers et al, 2013;Jari et al, 2014;Vreman-de Olde et al, 2013). In addition, in the ILIS learning setting, when students made presentations to explain their claims, in-depth conceptual understandings had taken place in the combination of verbals and visual materials, rather than isolated from one another (Mayer et al, 1992).…”

“…The findings from this current study are supportive of the theory of Lev Vygotsky (1978) and empirical studies. It suggests that optimal learning is achieved when the series of activities are supported by either a capable person (Gijlers et al, 2013;Heift et al, 2001;Mitrovic, 2003;Roscoe et al, 2007), cooperatively working with peers (Duffy et al, 1998;Webb, 1982), or scaffolded by technology tools (Azevedo et al, 2004;Hmelo-Silver, 2006;Hmelo-Silver et al, 2007), regardless of whether they are male or female students.…”

Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations

“…The ISIA classrooms provided different types of verbal information (such as teacher's questions and lectures and students' discussions and explanations) to support students seeking to make sense of a specific concept. Research suggests that language can help students to understand and acquire the terms needed to describe relevant phenomena properly [61,62]. When students used PhET simulations to test their hypothesis, dynamic animations, images, charts, tables showing on the computer interface and printed words on textbooks helped to scaffold students' understanding.…”

Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead

“…Sun, Looi, and Xie () analysed students' interactions when working collaboratively in a simulation‐based inquiry environment and found that students were highly engaged, while the low prior knowledge students profited especially from the interaction. Gijlers and de Jong (), studying students in a collaborative online learning environment around a simulation on one‐dimensional kinematics, found that students' integration‐building exchanges were positively related to their knowledge gains. In a recent study, however, Chang et al () found that not all collaborative groups learning with an online simulation were able to engage in a productive collaboration process; obviously, collaboration between students also needs to be trained or supported.…”