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|Title:||Reflective Assessment for Idea Improvement Through Collective Concept Mapping|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Park, H. & Zhang, J. (2019). Reflective Assessment for Idea Improvement Through Collective Concept Mapping. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 624-627). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||The current research investigated Grade 5 students' reflective discourse during their co-design of an ecological concept map as a way to assess collaborative knowledge building. The result showed that students sustainably built on each other's ideas and inquiries about various ecological concepts to advance their scientific knowledge as a community. They also incorporated more academic and ecological terms as they participated in the co-designing activity. This study illustrated the potential use of the collective concept mapping to collaboratively advance knowledge in science disciplines as the student-driven reflective assessment.|
|Appears in Collections:||CSCL 2019|
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