This paper proposes a three-step approach to develop knowledge graphs that integrate textbook-based target knowledge graph with student dialogue-based knowledge graphs. The study was conducted in seventh-grade STEM classes, following a collaborative problem solving process. First, the proposed approach generates a comprehensive target knowledge graph from learning material contents, establishing a reference framework that represents the target knowledge structure of the course. Second, customized knowledge graphs were generated by analyzing the scientific concepts and knowledge based on the discussion dialogues, showing students activated knowledge structures. Finally, the dialogue-based knowledge graphs were integrated into textbook-based target knowledge, to identify the activated and non-activated knowledge nodes and connections, as well as the related activated knowledge nodes and connections from other previous lectures or experiences. This three-step approach visualizes students knowledge activation, and the learning gaps remain. This paper presented three examples of integrated knowledge graphs based on the different group formations. The findings of three different groups were discussed, and some educational implications were provided. [For the full proceedings, see ED665357.]