Collaborative activities in the area of science need to incorporate the co-critiquing of a flawed external source, with appropriate scaffolding to also benefit students with low self-regulation levels by mediating cognitive and metacognitive processes. The authors designed and tested such a tool, termed Collaborative Misconception Mapping (CMM), which combines the positive effects of concept mapping and the Questioning the Author comprehension strategy. Compared with a discussion-questions based online activity, the use of the online CMM strategy lead to more meaningful discussions, as well as increased knowledge of basic statistical concepts.