A critique of graphic organizer research

Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction

“…For example, CLT research has shown that split-attention instructional formats, such as separately presented but mutually referring text and diagrams, hamper learning, whereas integrated or multiple modality formats foster learning (Chandler & Sweller, 1991, 1992 Tindall-Ford, Chandler & Sweller, 1997; see also Cierniak, Scheiter, & Gerjets, …”

“…Constructing a concept map in itself has beneficial effects on learning. A concept map is a type of graphic organizer and from several reviews in the graphic organizer literature it becomes clear that learners learn more from a text if they are asked to construct a graphic organizer to represent what they read as compared to learners who are presented with a graphic organizer that summarizes what they read (see Dunston, 1992, for an overview). This may be because learners more actively process the information in the text, or because explicating their knowledge in a concept map enables them to reflect on the text and reorganize their knowledge structures.…”

The effect of mathematical writing activities on 3th grade students' problem solving and posing skills<p>Matematiksel yazma etkinliklerinin 3. Sınıf öğrencilerinin problem çözme ve kurma becerilerine etkisi

“…Tabloların kullanılmasının herhangi bir alanda kavram kazanımına olumlu etkisinin bulunduğu yine araştırma sonuçları arasında yer almaktadır. (Dunston, 1992;Moore ve Readence, 1984). Bu durum araştırma sonuçlarını açıklayıcı niteliktedir.…”

The use of modified frayer model in developing science vocabulary of senior high school students

“…Vocabulary instruction is effective when it includes visual, verbal, and physical support; therefore, physical scaffolding is critical in content-area teaching (Dunston, 1992). Teachers' uses of non-verbal gestures or graphic representations convey understandings of science concepts and are beneficial for all students, including culturally and linguistically diverse students (Best, Dockerell & Braisby, 2006).…”