The purpose of this paper is to compare the effectiveness and differences of learning concept-mapping techniques by using two different learning method: collaboratory learning and individual learning. Two groups of in-service teachers are used as subjects for this research. They had been taught, learned, and evaluated with concept mapping. And the t-test is used for testing the differences in pretest scores, posttest scores, concept-map scores, and attitude measures between these two learning groups. Final results show that concept mapping can be applied to the college course, such as 'test construction', as an effective teaching method. The gain-scores, posttest scores, and concept-map scores of the collaboratory learning group are higher than those of the individual learning group. And there is no difference in attitude measures between these two groups. Finally, after learnig the concept mapping, most subjects report that they have a positive attitute to learning this method and feel about positive effects on their achievement. The implications for teaching, evaluation, and future research are also proposed and discussed.
| Keywords: | concept mapping; collaboratory learninst; individual learning; meaningful learning |
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