Learning processes and collaborative concept mapping

This research addressed children's difficulty in learning science meaningfully. A Wittgensteinian analysis of meanings suggests that they arise in successful acts of communication in the context of specific types of shared activity. From this perspective, communication between pupils in using scientific ideas should provide a worthwhile, effective learning task. Concept mapping provides a means of structuring discussion about scientific meanings. The research used primarily qualitative approaches to investigate the potential for collaborative concept mapping to improve 9‐ to 11‐year‐old children's learning in science. Analysis of the talk in pupil groups identified the processes at work in the discussion. The structure of the discussion differed substantially from common patterns of classroom talk, often involving children in collaborative construction of the relationships shown in the concept maps. The findings show concept mapping to be beneficial for learning, and to support sustained small‐group discussion of scientific ideas.