Mapping-Enhanced Collaborative Knowledge Construction.

A method to facilitate collaborative learning in complex learning environments was developed and evaluated. Sixteen college students of educational science were given the CoStructure-Tool, a task-specific computer-based tool developed on the basis of concept mapping techniques to support the processes of knowledge construction in collaborative learning. The tool includes concept cards for case information and cards for theoretical concepts, with a screen divided into empirical and theoretical planes. Sixteen other students collaborated without this support in a control condition. Students in both conditions had to work on complex cases in the domain of education. The use of the mapping tool had substantial effects on collaborative knowledge construction. Dyads in this group produced more on-task contributions and used more theoretical concepts. Use of the mapping tool also facilitated transfer of prior knowledge, but no differences were found in the use of theoretical concepts provided in the learning environment. The CoStructure-Tool proved to be a method for facilitating cooperation that was effective in supporting specific processes and in improving the transfer of prior knowledge. (Contains eight references.) (SLD) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Mapping-Enhanced Collaborative Knowledge Construction Frank Fisher Johannes Bruhn Cornelia Graesel Heinz Mandl U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCA ONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This paper is prepared for the: Annual Meeting of the American Educational Research Association in Montreal Canada April 1999 2 BEST COPY AVAIIABLE Fischer, Bruhn, Graesel, & Mandl Mapping-supported collaborative Dr. Frank Fischer knowledge construction in complex University of Munich learning environments Institute for Educational Psychology Leopoldstr. 13 Frank Fischer, Johannes Bruhn, D-80802 Munich Cornelia Graesel, & Heinz Mandl Germany University of Munich, Germany Poster presented at the AERA Annual Meeting 1999 in Montreal. a) Perspectives and objectives of the study Situated and constructivist approaches emphasize the advantages of collaborative learning in complex learning environments (e.g. Collins, Brown & Newman, 1989). However, empirical studies in different domains have shown that even advanced adult learners often are overwhelmed by the multiple demands imposed on them in complex learning environments (e.g. Mandl, Graesel & Fischer, in press). In particular, learners often have severe difficulties with collaborative learning. Frequently, discourse quality is low and so is the outcome (e.g. Salomon & Globerson, 1989; Cohen, 1994). Discourse in collaborative learning. In order to better understand the effects of collaborative learning, and, as a consequence, to improve instructional support, there is a growing emphasis on the analysis of discourse processes. Among the most important discourse processes concerning the learning issue are processes of collaborative knowledge construction. Besides semantic analyses, most approaches to analyzing collaborative knowledge construction focus on some or all of the following four groups of processes: Externalization, elicitation, integration-oriented consensualization, and conflict-oriented consensualization. We assume these processes as beeing of crucial importance for the effects of collaborative learning in complex learning environments. Therefore, our instructional method to facilitate collaborative learning should support these processes. Facilitating collaborative learning. Besides the improvement of the initial conditions (which often cannot easily be changed) like for example the certification issue, methods for structuring interaction are succesfully used to facilitate collaboration (e.g. King, 1994;). The prescription of roles, e.g. teacher and student in reciprocal teaching (Palincsar & Brown, 1984; Rosenshine& Meister, 1994) and scripts for the collaboration procedure (like the jigsaw method) are wellestablished methods. Unfortunately, most of these methods have been developed in school contexts and are not completeley adequate for an important component of higher/further education: collaborative learning of adults in complex learning environments.