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- Publisher Website: 10.1080/09500693.2023.2222549
- Scopus: eid_2-s2.0-85164472622
- WOS: WOS:001020283800001
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Article: The synergy of peer collaboration and mind mapping in cultivating primary students’ science understanding: an integrative pedagogy to enhance science concept acquisition
Title | The synergy of peer collaboration and mind mapping in cultivating primary students’ science understanding: an integrative pedagogy to enhance science concept acquisition |
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Authors | |
Keywords | Collaborative mind mapping conceptual knowledge Hong Kong learning achievement science education |
Issue Date | 1-Jan-2024 |
Publisher | Taylor and Francis Group |
Citation | International Journal of Science Education, 2023, v. 46, n. 2, p. 131-154 How to Cite? |
Abstract | The aim of this research was to investigate the synergistic effects of peer collaboration and graphic organisers (i.e. mind maps) in Hong Kong science classrooms. Over two hundred Grade Four (i.e. Primary Four) students were assigned to different pedagogical groups, namely, ‘individualised learning with mind mapping’, ‘collaborative learning without mind mapping’ and ‘collaborative mind mapping’, in which they learned a number of science concepts (e.g. living organisms) through such classroom activities as brainstorming tasks and self-reflection exercises. Whilst the quantitative results (i.e. one-way ANOVA) on the elementary science questions revealed that collaborative mind mapping markedly enhanced students’ academic achievement, the qualitative findings elicited from their collected mind maps, triangulated by interview data, highlighted the advantages of this integrative learning approach for boosting students’ joint construction of conceptual knowledge in science. Valuable insights on the employment of mind maps as peer diagnostic instruments to identify science misconceptions are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/341803 |
ISSN | 2023 Impact Factor: 2.2 2023 SCImago Journal Rankings: 0.965 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Fung, D | - |
dc.date.accessioned | 2024-03-26T05:37:19Z | - |
dc.date.available | 2024-03-26T05:37:19Z | - |
dc.date.issued | 2024-01-01 | - |
dc.identifier.citation | International Journal of Science Education, 2023, v. 46, n. 2, p. 131-154 | - |
dc.identifier.issn | 0950-0693 | - |
dc.identifier.uri | http://hdl.handle.net/10722/341803 | - |
dc.description.abstract | <p>The aim of this research was to investigate the synergistic effects of peer collaboration and graphic organisers (i.e. mind maps) in Hong Kong science classrooms. Over two hundred Grade Four (i.e. Primary Four) students were assigned to different pedagogical groups, namely, ‘individualised learning with mind mapping’, ‘collaborative learning without mind mapping’ and ‘collaborative mind mapping’, in which they learned a number of science concepts (e.g. living organisms) through such classroom activities as brainstorming tasks and self-reflection exercises. Whilst the quantitative results (i.e. one-way ANOVA) on the elementary science questions revealed that collaborative mind mapping markedly enhanced students’ academic achievement, the qualitative findings elicited from their collected mind maps, triangulated by interview data, highlighted the advantages of this integrative learning approach for boosting students’ joint construction of conceptual knowledge in science. Valuable insights on the employment of mind maps as peer diagnostic instruments to identify science misconceptions are discussed.</p> | - |
dc.language | eng | - |
dc.publisher | Taylor and Francis Group | - |
dc.relation.ispartof | International Journal of Science Education | - |
dc.subject | Collaborative mind mapping | - |
dc.subject | conceptual knowledge | - |
dc.subject | Hong Kong | - |
dc.subject | learning achievement | - |
dc.subject | science education | - |
dc.title | The synergy of peer collaboration and mind mapping in cultivating primary students’ science understanding: an integrative pedagogy to enhance science concept acquisition | - |
dc.type | Article | - |
dc.identifier.doi | 10.1080/09500693.2023.2222549 | - |
dc.identifier.scopus | eid_2-s2.0-85164472622 | - |
dc.identifier.volume | 46 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 131 | - |
dc.identifier.epage | 154 | - |
dc.identifier.eissn | 1464-5289 | - |
dc.identifier.isi | WOS:001020283800001 | - |
dc.identifier.issnl | 0950-0693 | - |