American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2017, 5(10), 1058-1064
DOI: 10.12691/education-5-10-7
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Modalities to Collaborate in the Social Construction of Conceptual Maps: A Comparison between Individual and Collective Productions

Néstor Daniel Roselli1,

1Centro de Investigaciones en Psicología y Psicopedagogía, Pontificia Universidad Católica Argentina “Santa María de los Buenos Aires”, Buenos Aires, Argentina

Pub. Date: November 09, 2017

Cite this paper:
Néstor Daniel Roselli. Modalities to Collaborate in the Social Construction of Conceptual Maps: A Comparison between Individual and Collective Productions. American Journal of Educational Research. 2017; 5(10):1058-1064. doi: 10.12691/education-5-10-7


The main aim of this research is to recognize and differentiate several kinds or modalities of elaboration of a cognitive product in pairs, in this case, the elaboration of conceptual maps. These modalities come from a comparative analysis between individual and collective productions. This comparison is not concerned only with the quality of the productions, but also with qualitative differences that could show processes of social influence. In this case, it is interesting to analyze the different modalities of social interaction and of reaching consensus. After a master lecture of a professor, 24 university students were requested to individually produce a conceptual map of the topic. The students were able to consult their notes. Finally, in pairs, they were asked to collaboratively develop a single conceptual map, consulting their respective individual conceptual maps, but not their notes, which were taken away. The analysis is based on a comparison, inside each pair, between the individual and the collective conceptual maps. This analysis includes both cognitive (content) and formal (graph) aspects. Two dimensions were considered: homogeneity-heterogeneity and symmetry-asymmetry of individual contributions. The crossing between these dimensions allowed to differentiate the modalities of the collective construction. Finally, the article analyses the relation between cognitive and formal aspects, which are not always in accordance. The most general conclusion is that, concerning the social construction of conceptual maps, the cognitive contribution of each subject/student to the collective production must be differentiated from the instrumental operation of drawing the map.

collaborative learning shared cognition sociocognitive construction Peer interaction group learning

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