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Teaching Critical Thinking and Team Based Concept Mapping

Teaching Critical Thinking and Team Based Concept Mapping

Dawndra Meers-Scott, LesLee Taylor, John Pelley
Copyright: © 2010 |Pages: 16
ISBN13: 9781599049922|ISBN10: 1599049929|EISBN13: 9781599049939
DOI: 10.4018/978-1-59904-992-2.ch009
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MLA

Meers-Scott, Dawndra, et al. "Teaching Critical Thinking and Team Based Concept Mapping." Handbook of Research on Collaborative Learning Using Concept Mapping, edited by Patricia Lupion Torres and Rita de Cássia Veiga Marriott, IGI Global, 2010, pp. 171-186. https://doi.org/10.4018/978-1-59904-992-2.ch009

APA

Meers-Scott, D., Taylor, L., & Pelley, J. (2010). Teaching Critical Thinking and Team Based Concept Mapping. In P. Lupion Torres & R. de Cássia Veiga Marriott (Eds.), Handbook of Research on Collaborative Learning Using Concept Mapping (pp. 171-186). IGI Global. https://doi.org/10.4018/978-1-59904-992-2.ch009

Chicago

Meers-Scott, Dawndra, LesLee Taylor, and John Pelley. "Teaching Critical Thinking and Team Based Concept Mapping." In Handbook of Research on Collaborative Learning Using Concept Mapping, edited by Patricia Lupion Torres and Rita de Cássia Veiga Marriott, 171-186. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-59904-992-2.ch009

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Abstract

Critical thinking cannot be fully developed without involvement in collaborative learning activities that elicit problem solving dialogue. Concept maps are effective tools for dialogue because they require decisions about the organization of and the relationships between facts and concepts. This active decision making process develops both long term memory and the ability to apply that knowledge. The authors describe a new method for incorporating scored concept maps into an established collaborative learning method, Team-Based Learning, as a way to improve the effectiveness of individual preparation and for enhancing the problem solving dialogue during group activities. Their new method, Team-Based Concept Mapping, has advantages for students with different personality types and with different backgrounds because it provides greater clarity and precision in the group dialogue. The effect of concept mapping on the interaction between different personality types is discussed and suggestions for future studies to develop this method are offered.

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