Collaborative knowledge construction : Learning in undergraduate cognitive science courses supported by an enhanced note-sharing system technique

Abstract

The present paper describes the curriculum of two courses and the evaluation of a collaborative knowledge construction method used in introductory cognitive science classes for undergraduates. In 1998, a curriculum on problem solving consisted of 3 phases: reviewing the literature, making relations, and integrating. The students collaboratively surveyed literature on the topic of their choice from a given selection, exchanged survey results with each other, and wrote reports on the integrated results. These collaborative activities were supported by an enhanced note-sharing system called ReCoNote, which helped each student construct his/her own knowledge collaboratively. The log-data pattern was analyzed by comparing it to a hypothesized ideal learning model. The students were found to be referring actively to others' notes and making relations as the model had hypothesized. The more active groups turned in higher quality reports with integrated summaries of the fundamental characteristics of human problem solving. In 2000, the curriculum was expanded to cover a wider range of the basic literature of cognitive science. The students engaged in active collaboration, and their reports demonstrated a higher degree of integration of knowledge. The improvements in the curriculum, the system, and its use all appeared to contribute to enhancing the quality of their learning.