Mapas conceptuales colaborativos elaborados con y sin el apoyo de tecnología en Educación Primaria

Concept mapping is one of the instructional strategies implemented in collaborative learning to support discourse and learning. This study compared the effect on learning of individual or collaborative concept mapping in a Computer Supported Collaborative Learning and traditional pencil-and-paper setting in Primary Education. A quasi-experimental repeated measures design (i.e., pretest, posttest, retention test) was applied. Forty-four 6th grade students from two different elementary schools participated in the study. In terms of processes, discursive strategies were analysed during the collaborative construction phase in both settings. The results show that concept maps developed collaboratively in traditional pencil-and-paper settings produced better results in comprehension and delayed recall than those technology-assisted. In addition to the evaluation of the comprehension and delayed recall, verbal exchanges during the collaborative activities were recorded and analyzed. Findings revealed low-quality discourse sequences in both settings. In this sense, concept mapping in computer-assisted settings does not necessarily lead to an efficient and effective use and support the learning of difficult concepts to a greater extent than in pencil-and-paper settings