Given mixed findings on collaborative concept mapping from prior
studies, this study attempts to address some of the specific
aspects of the technique, namely, key concepts availability and
proposition formation, to see whether providing such support would
benefit the learners with little prior exposure to the technique
and low familiarity with the topic on which they were instructed to
construct a concept map. The results, contradictory to what was
expected, were that such support did not benefit novice learners.
It is suggested that additional research in this area is needed to
gain a better understanding of effective use of the technique in
group settings.
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