Welcome to the InfoSci Platform
Reference Hub1
Collaborative Learning: Leveraging Concept Mapping and Cognitive Flexibility Theory

Collaborative Learning: Leveraging Concept Mapping and Cognitive Flexibility Theory

Chaka Chaka
Copyright: © 2010 |Pages: 19
ISBN13: 9781599049922|ISBN10: 1599049929|EISBN13: 9781599049939
DOI: 10.4018/978-1-59904-992-2.ch008
Cite Chapter Cite Chapter

MLA

Chaka, Chaka. "Collaborative Learning: Leveraging Concept Mapping and Cognitive Flexibility Theory." Handbook of Research on Collaborative Learning Using Concept Mapping, edited by Patricia Lupion Torres and Rita de Cássia Veiga Marriott, IGI Global, 2010, pp. 152-170. https://doi.org/10.4018/978-1-59904-992-2.ch008

APA

Chaka, C. (2010). Collaborative Learning: Leveraging Concept Mapping and Cognitive Flexibility Theory. In P. Lupion Torres & R. de Cássia Veiga Marriott (Eds.), Handbook of Research on Collaborative Learning Using Concept Mapping (pp. 152-170). IGI Global. https://doi.org/10.4018/978-1-59904-992-2.ch008

Chicago

Chaka, Chaka. "Collaborative Learning: Leveraging Concept Mapping and Cognitive Flexibility Theory." In Handbook of Research on Collaborative Learning Using Concept Mapping, edited by Patricia Lupion Torres and Rita de Cássia Veiga Marriott, 152-170. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-59904-992-2.ch008

Export Reference

Mendeley
Favorite

Abstract

This chapter explores the interface between collaborative learning (CL), concept mapping (CMing) and cognitive flexibility theory (CFT). The major argument of the chapter is that concept maps (CMs) are versatile and multi-purpose tools with cross-disciplinary applications. In view of this, the chapter reports on 15 research studies to serve a dual purpose: to support its argument and to demonstrate the link between CL and CMing on the one hand, and between CMing/CL and CFT on the other hand. The focal points of the chapter are: CMs as tools for supporting and facilitating CL; CMs as assessment tools in CL environments; CMs as drivers for collaborative curricular initiatives; CMs as higher-order thinking and problem solving tools; and CL/CMs and CFT.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.