Questions By teachers: -- probe students on how much the student knows about the topic -- help the student improve, refine, or expand the concept map

Questions By teachers: -- little research on question asking during concept mapping -- See work presented at cmc2006 on preschool and elementary school concept mapping, reporting question- answer dialogues (among them, Mancinelli; Cassata; Beirute…) -- few opportunities at the university level

Questions Chacon (2006): The Pedagogical Question as a mediating instrument during Cmap construction Three moments during construction of Cmap: -- defining the context (why are we addressing this problem? why use Cmaps? where do we find information?…) -- development of the Cmap (focus question, inquiry questions - where? what? who?… verification/validation questions) -- review (through questions student takes cognizance over how he/she build the Cmap)

Focus Question -- Clearly specifies the problem or issue the Cmap should help to resolve -- Good focus question leads to a better Cmap -- Students (cmappers) deviate from the focus question -- Other ‘focus questions’ are usually generated during Cmap construction, leading to research/search that result in refinement and other Cmaps

Questions by Students -- Among students: Collaboration synchronous, asynchronous annotations, discussion threads, knowledge soups --Students as interviewers / knowledge engineers -- learn how to ask questions

Dynamic vs Static Knowledge -- Dynamic thinking is required to build Cmaps showing explanations: Cmaps that deal with events as opposed to objects -- In a huge collection of Cmaps less that 4% of propositions were ‘dynamic’ (Safayeni, Derbentseva & Cañas, 2005) e.g. Concept Mapping is a useful tool for Effective Learning Improvement in the Quality of Concept Mapping may lead to more Effective Learning

Dynamic vs Static Knowledge -- In a series of experiments (reported in cmc2004, cmc2006) we have evaluated the effect of: -- Enforcing a Cyclic concept map structure -- Focus Question -- Quantifier in the root concept of the Cmap Looking effects on: -- Number of dynamic propositions -- Number of quantified concepts Cyclic structure < focus question < quantified root concept