Enriched skeleton concept maps to aid meaningful learning

There has been significant interest among researchers in the instructional use of concept maps and collaboration scripts. Some studies focus on students' collaboration on concept mapping tasks; others focus on scripts to structure learning tasks and guide interactions. Little is known about scripted collaborative concept mapping. This article reports a study in which we examine the effects on meaningful learning of scripting students' argumentative interactions during collaborative enriched skeleton concept mapping . The study was performed in a Biomolecules course of the Bachelor of Applied Science program. First-year students were randomly assigned to an experimental group of 44 students and a control group of 49 students. In the experimental group, students worked together in pairs on an enriched skeleton concept map guided by embedded collaboration scripts. The control group received the regular course. The retention test taken one month after the regular course exam showed that the experimental group outperformed the control group. Scripted collaborative concept mapping resulted in deeper understanding of the conceptual structure of the domain, the concepts and their relations. Not only was scripted collaborative concept mapping more effective than the traditional teaching approach, it was also more efficient in requiring far less teacher guidance