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Expanded Collaborative Learning and Concept Mapping: A Road to Empowering Students in Classrooms
Abstract
The synergic effects of knowledge accumulation, information technology development, and globalization have produced a new set of social paradigms. The transition towards a post-industrial society became evident at the beginning of the 21st century. New challenges are presented to the educational system, and a revision of methodological procedures is imperative to prepare citizens capable of dealing with complex contemporary issues. This chapter proposes ‘expanded collaborative learning’ for didactic activities involving peer review of any material produced by groups of students. We present a particular experience in which higher education students produced peer reviewed collaborative concept maps during an introductory course about natural sciences. Besides posing an unusual task for students, peer review changes the evaluation paradigm in traditional classrooms, reduces the power asymmetry between teacher and students, and promotes a truly collaborative atmosphere. This learning environment presents favorable conditions for empowering students, fostering them to act as autonomous citizens capable of transforming society.
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