Abstract
Graphic
organizers are the visual representations that show the organization or
structure of concepts as well as relationships between concepts. The effective
use of graphic organizers may be a magnificent strategy to help students
connect ideas and they can be added to instructional materials to communicate
the logical structure of the instructional material. This study aims to show
how graphic organizer use within teaching duration by presenting different
types of graphic organizers and to provide an overview of the benefits of using
the graphic organizers for teaching and learning of secondary chemistry
lessons. For this purpose, the graphic organizers which are examples of
different types of graphic organizers have been prepared for selected topics
from 9th to 12th grade in this study. The graphic organizers (such as semantic
future analysis, a flow diagram, comparison contrast matrix, spider web,
fishbone, positive and negative-interest diagram, word mapping, persuade map,
cause-effect diagram, concept map) have been presented and discussed how they
use in the chemistry lessons in this study.
Keywords
References
- Dye, G. (2000) “Graphic Organizers to the Rescue.” Teaching Exceptional Children, pg. 1-6. Gil-Garcia, A. & Villegas, J. (2003).Engaging minds, enhancing comprehension and constructing knowledge through visual representations. Retrieved June 30, 2017, from https://eric.ed.gov/?id=ED480131 Strangman, N., Vue, G., Hall, T., & Meyer, A. (2004). Graphic organizers and implications for universal design for learning. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved [insert date] from http://aem.cast.org/about/publications/2003/ncac-graphic-organizers-udl.html Wills, s. & Ellis, E. (2008). Theoretical and Empirical Basis for Graphic Organizer Instruction. Retrieved June 30, 2017, from http://docplayer.net/25253424-The-theoretical-and-empirical-basis-for-graphic-organizer-instruction.html URL1. Retrieved June 30, 2017, from http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html URL2. Retrieved June 30, 2017, from https://www.hci.com.au/cause-and-effect-diagrams/
Abstract
References
- Dye, G. (2000) “Graphic Organizers to the Rescue.” Teaching Exceptional Children, pg. 1-6. Gil-Garcia, A. & Villegas, J. (2003).Engaging minds, enhancing comprehension and constructing knowledge through visual representations. Retrieved June 30, 2017, from https://eric.ed.gov/?id=ED480131 Strangman, N., Vue, G., Hall, T., & Meyer, A. (2004). Graphic organizers and implications for universal design for learning. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2014). Retrieved [insert date] from http://aem.cast.org/about/publications/2003/ncac-graphic-organizers-udl.html Wills, s. & Ellis, E. (2008). Theoretical and Empirical Basis for Graphic Organizer Instruction. Retrieved June 30, 2017, from http://docplayer.net/25253424-The-theoretical-and-empirical-basis-for-graphic-organizer-instruction.html URL1. Retrieved June 30, 2017, from http://www.readwritethink.org/classroom-resources/student-interactives/persuasion-30034.html URL2. Retrieved June 30, 2017, from https://www.hci.com.au/cause-and-effect-diagrams/
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | August 4, 2017 |
| Published in Issue | Year 2017 Volume: 7 |
