The result of this study contradicted the past research that suggested students learned to be 

"Text-Based Cognitive Tool Vs Concept Maps'" Contradiction with the Past Research

Pre-service teachers who used cognitive tool (Shimo) performed significantly better in constructing arguments than the pre-service teachers who used Visual Concept map (ProcessOn)

Claremont Graduate University

- Kay and Klestskin’s multimedia learning resources (5-point Likert scale was used)
Usefulness
Ease of use
Helpfulness on collaboration 
Willingness to use  


Measurement 2 in "Text-Based Cognitive Tool Vs Concept Maps"

- Toulmin’s argumentation model
Measures five variables: 
Claim 
Warrant 
Evidence
Counter-reasoning
Rebuttal
- Inter-rater reliability was determined by having two researchers who graduated with a science education background and experience in argument constructions 

Measurement 1 in "Text-Based Cognitive Tool Vs Concept Maps"

Su, G., &amp; Long, T. (2021). Is the text-based cognitive tool more effective than the concept map on improving the pre-service teachers’ argumentation skills? Thinking Skills and Creativity, 41, 100862. https://doi.org/10.1016/j.tsc.2021.100862 

Is the text-based cognitive tool more effective than the concept map on improving the pre-service teachers’ argumentation skills?

Those with no experience constructed better arguments than those who did not 

Pre-service Teachers’ Experiences

Pre-service Teachers’ Learning/ Constructing Arguments

Pre-service teachers reported that they prefer and are more willing to collaborate and use concept maps over text-based cognitive tools because concept mapping is capable of presenting their thought process

Learn Before

Related

Learn After