Comparing Individual and Group-Negotiated Knowledge Structures in an Introductory Biology Course for Majors

References

• Acuna, S. R., G. Lopez Aymes, and C. S. Lopez Medrano. 2014. “Fostering Multimedia Learning with Collaborative Concept Mapping: The Effect of Cognitive Aid on Performance and Collaboration.” International Journal of Higher Education 3 (2): 141–152.
   Google Scholar
• Adesope, O., X. X. Olusola, and J. Nesbit. 2009. “Learning with Collaborative Concept Maps: A Meta-Analysis.” World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1: 2028–2091.
   Google Scholar
• American Association for the Advancement of Science. 2011. Vision and Change in Undergraduate Biology Education: A Call to Action. Washington, DC.
   Google Scholar
• Appleton, K. 1993. “Using Theory to Guide Practice: Teaching Science from a Constructivist Perspective.” School Science and Mathematics 93 (5): 269–274.10.1111/ssm.1993.93.issue-5
   Google Scholar
• Ausubel, D. P., J. D. Novak, & H. Hanesian. 1978. Educational Psychology: A Cognitive View (2nd Ed.). New York, NY: Holt, Rinehart, & Winston.
   Google Scholar
• Baer, J. 2003. “Grouping and Achievement in Cooperative Learning.” College Teaching 51 (4): 169–175.10.1080/87567550309596434
   Google Scholar
• Barkley, E. F., K. P. Cross, and C. H. Major. 2014. Collaborative Learning Techniques: A Handbook for College Faculty. John Wiley & Sons.
   Google Scholar
• Bartos, S. A., and N. G. Lederman. 2014. “Teachers’ Knowledge Structures for Nature of Science and Scientific Inquiry: Conceptions and Classroom Practice.” Journal of Research in Science Teaching 51: 1150–1184.10.1002/tea.v51.9
   Web of Science ®Google Scholar
• Beyerbach, B. A. 1988. “Developing a Technical Vocabulary on Teacher Planning: Preservice Teachers’ Concept Maps.” Teaching and Teacher Education 4 (4): 339–347.10.1016/0742-051X(88)90032-7
   Web of Science ®Google Scholar
• van Boxtel, C., J. van der Linden, and G. Kanselaar. 1997. “Collaborative Construction of Conceptual Understanding: Interacting Processes and Learning Outcomes Emerging from a Concept Mapping and a Poster Task.” Journal of Interactive Learning Research 8 (3/4): 341–361.
   Google Scholar
• van Boxtel, C., J. van der Linden, E. Roelofs, and G. Erkens. 2002. “Collaborative concept mapping: Provoking and supporting meaningful discourse.” Theory Into Practice 41 (1): 40.
   Web of Science ®Google Scholar
• Bransford, J. D., A. L. Brown, and R. Cocking. 2000. How People Learn. Washington, DC: National Academy Press.
   Google Scholar
• Carter, C. W. 1998. “A Case Study of Meaningful Learning in a Collaborative Concept Mapping Strategy as a Preparation for a College Biology Laboratory.” Unpublished doctoral dissertation, Georgia State University, Atlanta, GA.
   Google Scholar
• Chi, M. T. H. 2011. “Theoretical Perspectives, Methodological Approaches, and Trends in the Study of Expertise.” In Expertise in Mathematics Instruction, edited by Y. Li and Gabriele Kaiser, 17–39. New York, NY: Springer.10.1007/978-1-4419-7707-6
   Google Scholar
• Dauer, J. T., and T. M. Long. 2015. “Long-Term Conceptual Retrieval by College Biology Majors following Model-Based Instruction.” Journal of Research in Science Teaching 52 (8): 1188–1206.10.1002/tea.21258
   Web of Science ®Google Scholar
• Driver, R., H. Asoko, J. Leach, P. Scott, and E. Mortimer. 1994. “Constructing Scientific Knowledge in the Classroom.” Educational Researcher 23 (7): 5–12.10.3102/0013189X023007005
   Google Scholar
• Eberlein, T., J. Kampmeier, V. Minderhout, R. S. Moog, T. Platt, P. Varma-Nelson, and H. B. White. 2008. “Pedagogies of Engagement in Science.” Biochemistry and Molecular Biology Education 36: 262–273.10.1002/(ISSN)1539-3429
   PubMed Web of Science ®Google Scholar
• Eddy, S. L., S. E. Brownell, P. Thummaphan, M.-C. Lan, and M. P. Wenderoth. 2015. “Caution, Student Experience May Vary: Social Identities Impact a Students Experience in Peer Discussions.” Cell Biology Education 14: Article 45.10.1187/cbe.15-05-0108
   Google Scholar
• Fischer, F., J. Bruhn, C. Gräsel, and H. Mandl. 2002. “Fostering Collaborative Knowledge Construction with Visualization Tools.” Learning and Instruction 12 (2): 213–232.10.1016/S0959-4752(01)00005-6
   Web of Science ®Google Scholar
• Gao, H., E. Shen, S. Losh, and J. Turner. 2007. “A Review of Studies on Collaborative Concept Mapping: What Have We Learned about the Technique and What is Next?” Journal of Interactive Learning Research 18 (4): 479–492.
   Google Scholar
• Gerlach, K., J. Trate, Anja Blecking, P. Geissinger, and K. Murphy. 2014. “Investigation of Absolute and Relative Scaling Conceptions of Students in Introductory College Chemistry Courses.” Journal of Chemical Education 91 (10): 1526–1537.10.1021/ed4004707
   Web of Science ®Google Scholar
• Goldsmith, T. E., P. J. Johnson, and W. H. Acton. 1991. “Assessing Structural Knowledge.” Journal of Educational Psychology 83 (1): 88–96.10.1037/0022-0663.83.1.88
   Web of Science ®Google Scholar
• Hanewald, R., and D. Ifenthaler. 2014. “Digital Knowledge Mapping in Educational Contexts.” In Digital Knowledge Maps in Education, 3–15. New York, NY: Springer.10.1007/978-1-4614-3178-7
   Google Scholar
• Jegede, O. J., F. F. Alaiyemola, and P. A. O. Okebukola. 1990. “The Effect of Concept Mapping on Students’ Anxiety and Achievement in Biology.” Journal of Research in Science Teaching 27 (10): 951–960.10.1002/tea.v27.10
   Web of Science ®Google Scholar
• Jensen, J. L., and A. Lawson. 2011. “Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology.” Cell Biology Education 10: 64–73.10.1187/cbe.10-07-0089
   Google Scholar
• Jones, M. G., G. Gardner, A. R. Taylor, E. Wiebe, and J. Forrester. 2011. “Conceptualizing Magnification and Scale: The Roles of Visualization and Logical Thinking.” Research in Science Education 41 (3): 357–368.
   Web of Science ®Google Scholar
• Kinchin, I. M. 2001. “If Concept Mapping is So Helpful to Learning Biology, Why Aren’t We All Doing It?” International Journal of Science Education 23 (12): 1257–1269.10.1080/09500690010025058
   Web of Science ®Google Scholar
• Kinchin, I. M. 2016. Visualising Powerful Knowledge to Develop the Expert Student. Rotterdam: Sense.10.1007/978-94-6300-627-9
   Google Scholar
• Kinchin, I. M., S. Hatzipanagos, and N. Turner. 2009. “Epistemological Separation of Research and Teaching among Graduate Teaching Assistants.” Journal of Further and Higher Education 33 (1): 45–55.10.1080/03098770802638267
   Google Scholar
• Kirschner, F., F. Paas, and P. A. Kirschner. 2009. “A Cognitive Load Approach to Collaborative Learning: United Brains for Complex Tasks.” Educational Psychology Review 21 (1): 31–42.10.1007/s10648-008-9095-2
   Web of Science ®Google Scholar
• Lave, J., and E. Wenger. 1991. Situated Learning. Cambridge, MA: Cambridge University Press.10.1017/CBO9780511815355
   Google Scholar
• Lawrenz, F. 1985. “Aptitude Treatment Effects of Laboratory Grouping Method for Students of Differing Reasoning Ability.” Journal of Research in Science Teaching 22 (3): 279–287.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Ledger, A. F. 2003. “The Effects of Collaborative Concept Mapping on the Achievement, Science Self-Efficacy and Attitude toward Science of Female Eighth Grade Students.” Unpublished doctoral dissertation, University of Massachusetts, Lowell, MH.
   Google Scholar
• Liu, P.-L. 2014. “Collaborative Work with Digital Knowledge Maps on Improving ESL Learners’ Reading Skills.” In Digital Knowledge Maps in Education, 123–138. Dordrecht: Springer.
   Google Scholar
• Lopez, E. J., R. J. Shavelson, K. Nandagopal, E. Szu, and J. Penn. 2014. “Ethnically Diverse Students’ Knowledge Structures in First-Semester Organic Chemistry.” Journal of Research in Science Teaching 51 (6): 741–758.10.1002/tea.v51.6
   Web of Science ®Google Scholar
• Maher, J. M., J. C. Markey, and D. Ebert-May. 2013. “The Other Half of the Story: Effect Size Analysis in Quantitative Research.” Cell Biology Education 12: 345–351.10.1187/cbe.13-04-0082
   Google Scholar
• Markham, K. M., J. J. Mintzes, and M. G. Jones. 1994. “The Concept Map as a Research and Evaluation Tool: Further Evidence of Validity.” Journal of Research in Science Teaching 31: 91–101.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Mazur, E. 1997. Peer Instruction: A User’s Manual. Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Michaelson, L. K., A. B. Knight, and L. D. Fink, eds. 2004. Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing.
   Google Scholar
• Nesbit, J. C., and O. O. Adesope. 2006. “Learning with Concept and Knowledge Maps: A Meta-Analysis.” Review of Educational Research 76: 413–448.10.3102/00346543076003413
   Web of Science ®Google Scholar
• Novak, J. D. 1990. “Concept Mapping: A Useful Tool for Science Education.” Journal of Research in Science Teaching 27 (10): 937–949.10.1002/tea.v27.10
   Web of Science ®Google Scholar
• Novak, J. D., & A. J. Cañas 2007. “The Theory Underlying Concept Maps and How to Construct and Use Them.” Florida Institute for Human and Machine Cognition.
   Google Scholar
• Novak, J. D., and D. B. Gowin. 1984. Learning How to Learn. New York, NY: Cambridge University Press.10.1017/CBO9781139173469
   Google Scholar
• O’Donnell, A. M., D. F. Dansereau, and R. H. Hall. 2002. “Knowledge Maps as Scaffolds for Cognitive Processing.” Educational Psychology Review 14 (1): 71–86.10.1023/A:1013132527007
   Web of Science ®Google Scholar
• Palincsar, A. S. 1998. “Social Constructivist Perspectives on Teaching and Learning.” Annual Review of Psychology 49: 345–375.10.1146/annurev.psych.49.1.345
   PubMed Web of Science ®Google Scholar
• Pearsall, N. R., J. E. J. Skipper, and J. J. Mintzes. 1997. “Knowledge Restructuring in the Life Sciences: A Longitudinal Study of Conceptual Change in Biology.” Science Education 81 (2): 193–215.10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Piaget, J. 1964. “Part I: Cognitive Development in Children: Piaget Development and Learning.” Journal of Research in Science Teaching 2 (3): 176–186.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Posner, G., K. Strike, P. Hewson, and W. Gertzog. 1982. “Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change.” Science Education 66 (2): 211–227.10.1002/(ISSN)1098-237X
   Google Scholar
• Preszler, R. 2004. “Cooperative Concept Mapping: Improving Performance in Undergraduate Biology.” Journal of College Science Teaching 33 (6): 30–35.
   Google Scholar
• Prince, M. J. 2004. “Does Active Learning Work? A Review of the Research.” Journal of Engineering Education 93 (3): 570–577.
   Web of Science ®Google Scholar
• Rosas, S. R., and M. Kane. 2012. “Quality and Rigor of the Concept Mapping Methodology: A Pooled Study Analysis.” Evaluation and Program Planning 35 (2): 236–245.10.1016/j.evalprogplan.2011.10.003
   PubMed Web of Science ®Google Scholar
• Roth, W.-M., and A. Roychoudhury. 1993. “The Concept Map as a Tool for the Collaborative Construction of Knowledge: A Microanalysis of High School Physics Students.” Journal of Research in Science Teaching 30 (5): 503–534.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Ruiz-Primo, M. A., and R. J. Shavelson. 1996. “Problems and Issues in the Use of Concept Maps in Science Assessment.” Journal of Research in Science Teaching 33 (6): 569–600.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Shavelson, R. J., M. A. Ruiz-Primo, and E. W. Wiley. 2005. “Windows into the Mind.” Higher Education 49: 413–430.10.1007/s10734-004-9448-9
   Web of Science ®Google Scholar
• Singer, S. R., N. R. Nielsen, and H. A. Schweingruber, eds. 2012. Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Washington, DC: The National Academies Press.
   Google Scholar
• Smith, J. I., and K. Tanner. 2010. “The Problem of Revealing How Students Think: Concept Inventories and beyond.” Cell Biology Education 9 (1): 1–5.10.1187/cbe.09-12-0094
   Google Scholar
• Summers, J. J., Joanna S Gorin, S Natasha Beretvas, and Marilla D Svinicki. 2005. “Evaluating Collaborative Learning and Community.” The Journal of Experimental Education 73 (3): 165–188.10.3200/JEXE.73.3.165-188
   Web of Science ®Google Scholar
• Tanner, K. D. 2009. “Talking to Learn: Why Biology Students Should Be Talking in Classrooms and How to Make It Happen.” Cell Biology Education 8: 89–94.10.1187/cbe.09-03-0021
   Google Scholar
• Theobald, E. J., S. L. Eddy, D. Z. Grunspan, B. L. Wiggins, and A. J. Crowe. 2017. “Student Perception of Group Dynamics Predicts Individual Performance: Comfort and Equity Matter.” PLoS ONE 12 (7): e0181336.10.1371/journal.pone.0181336
   PubMed Web of Science ®Google Scholar
• Troelstrup, A. 2016. “Understanding Undergraduate Science Majors’ Conceptual Knowledge of Ecology: Progressions and Misconceptions.” Unpublished doctoral dissertation. Middle Tennessee State University, Murfreesboro, TN.
   Google Scholar
• Wallace, J. D., and J. J. Mintzes. 1990. “The Concept Map as a Research Tool: Exploring Conceptual Change in Biology.” Journal of Research in Science Teaching 27 (10): 1033–1052.10.1002/tea.v27.10
   Web of Science ®Google Scholar
• Watson, S. B., and J. E. Marshall. 1995. “Effects of Cooperative Incentives and Heterogeneous Arrangement on Achievement and Interaction of Cooperative Learning Groups in a College Life Science Course.” Journal of Research in Science Teaching 32 (3): 291–299.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Webb, N. M., J. D. Troper, and R. Fall. 1995. “Constructive Activity and Learning in Collaborative Small Groups.” Journal of Educational Psychology 87 (3): 406–423.10.1037/0022-0663.87.3.406
   Web of Science ®Google Scholar