This article investigated the effect of different instructional designs using CSCCM on students’ conceptual understanding, and on the quality of students’ knowledge co-construction. Hundred-twenty 10th graders randomly distributed in dyads. They were asked to draw concept maps by using CSCCM with different instructional designs. In the control condition, dyads worked collaboratively all the time. In both Exp.1 and Exp.2,dyads worked first individually and then collaboratively. In Exp.2, the individual concept map was shared with the peer before collaborating. Conceptual understanding improved for all learners in three conditions, especially in Exp.2. Statistically significant differences were found in students’ knowledge co-construction among the three conditions. Accordingly, an instructional design like Exp.2 optimizes CSCCM learning outcomes in terms of conceptual understanding and knowledge co-construction.
|Publication status||Published - 2020|
|Event||2020 American Educational Research Association (AERA) Annual Meeting - |
Duration: 17 Apr 2020 → 21 Apr 2020
|Conference||2020 American Educational Research Association (AERA) Annual Meeting|
|Period||17/04/20 → 21/04/20|