The Process of Collaborative Concept Mapping in Kindergarten and the Effect on Critical Thinking Skills

Abstract

To develop and nurture critical thinking, students must have opportunities to observe and practice critical thinking in the classroom. In this parallel mixed method classroom study, we investigate the role of collaborative concept mapping in the development of kindergarten learners’ critical thinking skills of analysis and interpretation over a five week period. Learners had two large group experiences and three dyad experiences of collaborative concept mapping. Results showed significant increases in critical thinking skills in the five week period when learners engaged in collaborative concept mapping supported by mentorship, discussion, and real-life scenarios. We propose collaborative concept mapping as an instructional strategy to develop critical thinking skills in the kindergarten classroom. Implications for future research and practice are discussed.