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.

The process of map making by 12 middle-school students' was examined in depth to determine what actions influence the resulting accuracy of their maps, how prior knowledge helps them to produce their maps, and what can be learned through map making. Students were audio- and video-taped while they constructed maps either individually, in a dyad, or in a group of four. Students' verbal transcripts were analyzed for locations of spoken recognition of the interconnections between map elements, and students' maps were scored for accuracy. Results indicate that a relationship exists between student recognition of map element interconnections and subsequent map accuracy. These results suggest that instruction which focuses on recognition of interconnections of map elements can promote map reasoning skills.