Exploring the Effects of Employing Google Docs in Collaborative Concept Mapping on Achievement, Concept Representation, and Attitudes

Autor/inn/en	Lin, Yu-Tzu; Chang, Chia-Hu; Hou, Huei-Tse; Wu, Ke-Chou
Titel	Exploring the Effects of Employing Google Docs in Collaborative Concept Mapping on Achievement, Concept Representation, and Attitudes
Quelle	In: Interactive Learning Environments, 24 (2016) 7, S.1552-1573 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1041398
Schlagwörter	Internet; Search Engines; Concept Mapping; Cooperative Learning; Quasiexperimental Design; Physics; Control Groups; Experimental Groups; Comparative Analysis; Computer Mediated Communication; Concept Formation; Scientific Concepts; Scientific Attitudes; Science Achievement; Constructivism (Learning); Computer Assisted Instruction; Teaching Methods; Conventional Instruction; Grade 9; Rural Schools; Foreign Countries; Pretests Posttests; Scores; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Suchmaschine; Concept Map; Kooperatives Lernen; Physik; Computerkonferenz; Concept learning; Begriffsbildung; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 09; 9. Schuljahr; Schuljahr 09; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Statistische Analyse
Abstract	This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group employed Google Docs to create concept maps and used Google Chat for discussion. Learning achievements, physics concept representation, attitudes toward science, and attitudes toward CCM were examined to identify the differences between the two groups and the effectiveness of Google Docs. The results suggested that the use of Google Docs did not significantly affect physics achievement. However, Google Docs fostered physics concept representation and enhanced attitudes toward science. Moreover, the Google Docs group tended to learn more collaboratively. The students in this group also agreed with the superiority of observation and modification functions provided by the real-time co-editing mechanism and revision history. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01