Abstract
Concept mapping has become increasingly useful as an instructional and meta-learning tool to facilitate meaningful learning that results when students consciously and explicitly tie new concepts to relevant knowledge they already possess. Much research has provided us with generally positive findings regarding the facilitating effect of concept mapping on learning, but not all studies show a significant difference in student achievement.
It is believed that the implication of a useful instruction method for teachers is not only to replicate it once more, but also understand what mechanism makes it works. This study was conducted by a quasi-experiment to verify the facilitating effect of collaborative concept mapping with 120 elementary school students.
The results indicated that the experimental group (only collaborative learning group) was better than the control group in the high level cognitive test. Finally, the researcher proposes suggestions which were used in the instruction of science education.
| Keywords: | collaborative concept mapping; concept mapping; meta-learning strategy |
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