From theory to practice: the foundations for training students to make collaborative concept maps

Abstract. Training beginners is critical to avoid the naive use of concept maps (Cmaps) in the classroom. The rewards for using concept mapping can be achieved in the context of appropriate, rather than frivolous, didactic activities. Using the theoretical background of concept mapping, educational methodology and classroom management, we devised a four-session activity for training beginners. Moreover, to foster deep changes in the traditional classroom dynamics, we explored the role of Cmaps as visualization tools for enhancing collaborative knowledge construction. Collaborative Cmaps respond to some of the new educational demands posed by post-industrial society and should be present in the 21st-century classroom. We devised three innovative methodological strategies (half-structured Cmaps, expanded collaborative learning and propositional clarity table) to boost the training session. The favorable result shows that previously naive students could produce acceptable Cmaps after a short period of training (four classes).