Using Digital Concept Maps in Conflict Resolution Studies: Implications for Students' Argumentative Skills,...

Area of Science:

• Educational Technology
• Cognitive Science
• Higher Education Pedagogy

Background:

• Argumentation is a key 21st-century skill, yet its role in advancing higher education students' domain-specific knowledge requires further investigation.
• Traditional teacher-centered approaches may not fully leverage the potential of active learning strategies for knowledge acquisition.
• Digital concept mapping (CM) offers a visual tool for organizing and representing knowledge, potentially supporting complex learning processes.

Purpose of the Study:

• To compare the effectiveness of an argumentation-for-learning activity using digital concept mapping (CM) against traditional teacher-centered instruction.
• To determine the impact of this activity on students' factual, conceptual, and procedural domain-specific knowledge.
• To examine the influence of the argumentation-CM activity on students' academic efficacy and promotion of meaningful learning.

Main Methods:

• A quasi-experimental design was utilized with two groups: a research group (n=59) engaging in argumentation-CM and a control group (n=63) in traditional instruction.
• Identical courses were selected, and domain-specific knowledge was assessed pre- and post-intervention for both groups.
• The study involved comparing the learning outcomes and academic efficacy between the two pedagogical approaches.

Main Results:

• The argumentation-CM activity was less effective for factual knowledge but significantly more effective for developing conceptual and procedural knowledge.
• Students participating in the argumentation-CM activity demonstrated enhanced academic efficacy.
• Deep engagement in argumentation learning processes positively impacted conceptual and procedural knowledge acquisition.

Conclusions:

• Argumentation-for-learning integrated with digital concept mapping is a promising pedagogical strategy for deepening conceptual and procedural knowledge in higher education.
• This approach can foster meaningful learning by enhancing students' academic efficacy.
• Further research should explore the nuances of implementing such strategies to maximize benefits across different knowledge domains.