Supporting interdisciplinary collaborative concept mapping with individual preparation phase

Abstract Concept mapping facilitates the externalisation and internalisation of knowledge by individuals during collaborative construction. However, not much is known about individual learning processes concept (CCM) in interdisciplinary Premised on literature collaboration scripts to scaffold process, this study investigates effect an preparation phase prior work epistemic social co-construction, as well degree integration mapping. A total N = 42 third year university students were put into one two experimental conditions: with (WIP) without (WOIP). Students worked a assignment integrate Data for analysis was derived from audio recordings discourse both conditions. Chi-square test conducted investigate if there significant differences between effects WIP WOIP epistemological dimension. Findings showed that groups condition significantly more verification, clarification positioning statements dimension also integration-oriented conflict-oriented consensus building compared condition. On integration, independent sample t-tests no difference concepts, domains cross-links types CCMs