The Impact of Collaborative Concept Mapping On Students’ Conceptual Understanding In Social Science
Aims: The present research paper aims at exploring the impact of collaborative concept mapping (CCM) on students’ conceptual understanding in social science with the help of the collaborative concept mapping. Novak and Gowin (1984) defined concept map as a schematic device for representing a set of concept meanings embedded in a framework of propositions. When the concept maps are made with the collaboration of peers or teacher it is called collaborative concept mapping.
Method: In this study the students of class IX were tested with an achievement test based on their conceptual understanding in the selected topics of social science, and then they were given some focus questions to make collaborative concept maps in groups. The groups made were based on the achievement levels of the students i.e. high achievers, medium achievers, low achievers and mixed groups. They were tested again after collaborative concept mapping with the achievement test and their scores of post test were compared with pre test scores using t test.
Findings: The study indicated a significant impact of CCM on students’ understanding of concepts. It was also found that middle group achieved the most through the CCM activity. Furthermore it was found that lower group were least affected by the collaborative concept mapping, however there was also positive impact of CCM on them.
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