Collaborative concept mapping: Provoking and supporting meaningful discourse

Theory into Practice

Volumn 41, Issue 1, 2002, Pages 40-46

  Van Boxtel, Carla ^a   Van der Linden, Jos ^a   Roelofs, Erik ^a   Erkens, Gijsbert ^a  

^a UTRECHT UNIVERSITY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036004567     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4101_7     Document Type: Article

References (23)

1. Collaborative learning tasks and the elaboration of conceptual knowledge
2. Children as computer users: The case of collaborative learning
3. Critical distinctions among three methods of peer education
4. A fish called peer learning: Searching for common themes
5. Learning in science: From behaviourism towards social constructivism and beyond
6. An investigation of the effectiveness of concept mapping as an instructional tool
7. Taking into account student conceptions in instructional strategy: An example in physics
8. Collaborative learning
9. Concept maps and Vee diagrams: Two metacognitive tools to facilitate meaningful learning
10. Pursuing scientific literacy in the middle grades through collaborative problem solving
11. Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change
12. Learning by collaborating: Convergent conceptual change
13. The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students
14. Science discourse through collaborative concept-mapping: New perspectives for the teacher
15. Learning processes and collaborative concept-mapping
16. Peer interaction and learning in small groups
17. Task-related verbal interaction and mathematics learning in small groups
18. Group processes in the classroom