Concept Mapping-Mediated Inquiry Learning in an Online Environment

Abstract

Concept mapping has been widely used in education to support the communication of complex ideas. It has a potential to support learning in inquiry and problem-solving contexts by explicitly representing complex ideas and the relationships among them, making thinking and reasoning visible, and facilitating argumentation. However, there are few empirical studies on deploying it as a supporting tool for learning in inquiry and problem-solving contexts. This pilot study explored the implementation of concept mapping in a problem-solving based online learning module, and its effects on student attitude towards collaborative inquiry learning, and motivational and emotional experiences. The participants were 42 students (mean age 17 years, 18 male, 24 female) from a senior high school. They learned in small groups of three or four members to explore a fish death problem in an online environment, and constructed concept maps to support their thinking and reasoning during the problem-solving process. The mean score on individual post knowledge test (with the total score being 86) was 67.47 (SD = 7.78). Results from the questionnaire data showed that students had positive attitude towards collaborative inquiry learning (M = 4.31, SD = 0.60), and favorable motivational and emotional experiences in the inquiry process (M = 3.73, SD = 0.69). With respect to their response to the open-ended question, some students considered the concept-mapping mediated approach to be a new learning experience enabling them to learn how to think from different perspectives and in a logical way; others reported that they acquired a deeper understanding of the knowledge, improved problem-solving abilities and strategies, and developed teamwork spirits. The findings demonstrate how concept mapping can support student problem-solving process and enhance their learning motivations and emotions.