Seventh-grade student maps in two ways. Some made maps individually and others constructed maps collaboratively in small groups. Post-test results on a written geography test indicated that students who worked in small groups had a slightly better understanding of map concepts than those who worked individually. Within the collaborative setting it was found that the groups who gained more on the geography test spent more time talking about core map concepts and more time planning and evaluating their work than the groups who gained less. Further, the high gaining groups engaged in discourse that made better use of planning and cooperation than did the low groups. We discuss why making maps in groups can enhance students' conceptual geographic understanding and offer suggestions about what might be done to improve geography instruction using small-group configurations.
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