The Application Research in Cultivating Pupils’ Collaborative
Learning with Visual Thinking Tools: A Case Study of Exploring theSimilarities and Differences between Frogs and Toads inComprehensive Practice Course
Xinlian Xiao
South China Normal University, China
751848555@qq.com
Sujun Gao
Xi’ning Primary School, China
1971008483@qq.com

Abstract: The perspective on new learning ability in the 21st century had emphasized theimportance of collaborative learning. This study introduced how to use visual thinking tools to cultivatepupils’ collaborative learning ability in comprehension practice course. Also, we reflected the effects andshortages of collaborative learning activities by using visual thinking tools. We found that: (1) most pupils
think visual thinking tools are beneficial to collaborative learning. (2) Visual thinking tools have great
advantages in knowledge management, group discussion, etc. (3) Division and cooperation in groupmembers is not ideal. (4) Group members lack of collaborative reflection after collaborative learning.
Keyword: visual thinking tool, collaborative learning, collaborative learning activities

INTRODUCTIONThe United Nations Educational, Scientific and Cultural Organization had put forward the fourpillars of learning in 21st century clearly. They were learning to know, learning to live together, learning
to be and learning to do. Professor Kubota also pointed out that the new learning ability in 21st century
requires students to possess higher order thinking ability, social relations ability and intentions. Social
relation ability means social communication ability. We can see that collaborative learning is importantfor our pupils. However, pupils generally show a lack of communication and collaboration skills forlacking of creating collaborative learning opportunities for students in the current primary school
education.
We probed the visual thinking tools, we found its biggest characteristic is divergent and it is
helpful for constructing a kind of discussion and negotiation atmosphere. In addition, its powerfulgraphics technology and its non-linear recording mode would stir up students’ thinking sparks and create
valuable ideas. This will helpful for knowledge construction, discussing and solving problems. According
to this, we tried to use visual thinking tools in comprehensive practice course. The aim of this study is tocreate a collaborative learning environment for pupils using visual thinking tools, to promote theircollaborative learning ability.

RESEARCH QUESTIONS
We believe that using visual thinking tool could promote students’ collaborative learning
ability. The purpose of this study was to explore 1) whether visual thinking tools used in comprehensive
practice course can promote pupils’ collaborative learning ability, 2) what shortages are there incollaborative learning activities by using visual thinking tools.

METHODOLOGY
In the comprehensive practice course named Exploring the Similarities and Differences
between Frogs and Toads. Students can use visual thinking tools to collect and organize information, todraw visualization mind maps, to complete mind maps and PMI tables, etc. in collaborative learning.
1. Collect and Organize Information
According to the shape characteristics, living environment, living habits and functions between
frog and toad, students were divided into four groups for each group of 8 students. Students should get
information which could be pictures, videos, texts and so on through the way of the field research, theInternet, books, etc. Then, students organized the collected data, discussed in group to summarize thepoint of view, and make them into PPT, radio messages reception by hand, proposals, etc.
2. Draw Visualization Mind Maps
Students began to discuss and choose thinking tools to render the theme information afterorganized the information they collected. During this process, students can develop their imagination andcreation to share their views about how to draw Venn diagram and Connection diagram. This kind ofcollaborative learning deepened students’ understanding of visual thinking tools and cultivated theircollaborative learning ability and thinking ability.
3. Complete Mind MapsStudents began to summarize the organized information and complete the Venn diagram andConnection diagram together with group members. During this process, 4 group members should
complete Venn diagram while 4 others should complete Connection diagram. Members who responsible
for completing Venn diagram will discuss the similarities and differences between frogs and toads, while
members responsible for completing Connection diagram will discuss the shape characteristics, livingenvironment, living habits and functions between frog and toad. During this process, students should
record group members’ view in notes and posted them into Venn diagram and Connection diagram.

Figure 1. Students complete mind maps
4. Complete PMI Tables
During this process, 3 group members responsible for completing P in the PMI table, 3members for M and other 2 members for I. Then, group members will discuss their satisfactions about
this lesson and plus, minus and interesting of their own group and other groups. During discussion,
students responsible for the corresponding content should record group members’ view in notes andposted them into PMI table. This kind of collaborative learning can promote students’ collaborativelearning ability and improve their reflection to further knowledge internalization.

Figure 2. Students complete PMI tables

RESULTSIn this study, we interviewed the students and teachers whom participate in project toinvestigate their understanding and opinions of visual thinking tools, to survey its applications incollaborative learning. The results are as follows:
1. Most students are willing to use visual thinking tools and they think visual thinking tools arebeneficial to collaborative learning. Visual thinking tools can turn boring texts into mind maps which arecolorful, easy to memory and organize.
2. Visual thinking tools have great advantages in knowledge management, group discussion,etc.
3. Division and cooperation in group members is not ideal.
4. Group members lack of collaborative reflection after collaborative learning.

Literature Reference
Jianhua Zhao, & Kedong Lee, (2000). The Instructional Design based on collaborative learning under theenvironment of information technology. E-education Research, 84(4), 7-13.
Xiaoxiong Xu, (2008). The application research of mind mapping used in college students’ collaborative learning: Acase study of learning science and technology course. E-education Research, 186(10), 74-77.