Exploring Convergence of Science Ideas through Collaborative Concept Mapping

Abstract: This exploratory study examined how groups of sixth grade students worked together to create a collaborative concept map. We selected two contrasting cases based on their initial maps, one heterogeneous group with divergent maps and one homogeneous group with convergent maps. We analyzed group dialogue and collaborative and individual concept maps to understand: 1) if convergence of science ideas occurs during collaborative concept mapping and 2) how convergence or divergence during collaboration influences individual map construction. We found that collaborative concept maps facilitated greater convergence of ideas in groups with initially divergent pre individual maps. Further, the negotiation of divergent science ideas during collaboration led to gains in individual students ’ science understanding. Implications of findings and directions for future research are discussed. Concept maps have been used in a variety of educational settings to support meaningful learning (e.g., Daley, et al. 2008) in contexts such as reading (e.g., Nesbit & Adesope, 2006), writing (Sharples, 1994), and measuring conceptual change (e.g., Edmondson, 2000). Concept maps represent knowledge by focusing on relationships between ideas. They consist of concepts delimited by circles and arrows linking two concepts (Novak & Cañas, 2008). Words placed on the arrow explain relationships between concepts