Concept Sketches – Using Student- and Instructor-generated, Annotated Sketches for Learning, Teaching, and Assessment in Geology Courses

Johnson, Jamie; Reynolds, Stephen J.

doi:10.5408/1089-9995-53.1.85

Cited by 64 publications

(42 citation statements)

References 23 publications

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“…This is because earth-scientific phenomena are so complex that linguistic resources cannot fully express their characteristics and the underlying processes. Especially, in learning How Teachers Help Students Formulate Hypotheses 557 earth science, student-generated visual representations promote better comprehension and explanations of the phenomena under study (Gobert, 2000;Johnson & Reynolds, 2005;Raia, 2005). Narratives as well play an important role in earthscientific inquiry since earth science as historical and interpretive science often relies on narrative explanations of the origin or development of natural phenomena (Cleland, 2002;Frodeman, 1995;Norris et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

How can Teachers Help Students Formulate Scientific Hypotheses? Some Strategies Found in Abductive Inquiry Activities of Earth Science

2009

International Journal of Science Education

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The purpose of this study was to find how the teacher could help students formulate scientific hypotheses. Data came from two microteaching episodes in which two groups of pre-service secondary science teachers taught high school students as they were engaged in abductive inquiry activities of earth science. Multiple data sources including video recordings of the microteaching, the pre-service teachers' oral and written reports, student worksheets, and instructional materials were examined. The analysis identified four categories of teaching strategies which could be used by science teachers to help students in hypothesis-generating inquiry. These included: (1) expanding and activating students' background knowledge, (2) providing analogies, (3) questioning, and (4) encouraging students to use alternative forms of representation. Implications for science education as well as for further research are suggested.

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Section: Discussionmentioning

confidence: 99%

How can Teachers Help Students Formulate Scientific Hypotheses? Some Strategies Found in Abductive Inquiry Activities of Earth Science

2009

International Journal of Science Education

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“…It also supports problem-solving by spatially conceptualizing the situation described in the problem, allowing useful reordering of information, focusing attention on the unknowns of the problem, meaning learners can ignore irrelevant information and mentally animate processes mentioned in the problem (Johnson & Reynolds, 2005). Research suggests that sketches have spatial and mental components Learners' Static and Dynamic Mental Images 467 (Johnson & Reynolds, 2005), and that graph comprehension depends more on spatial memory than visual (non-spatial) memory (Trickett & Trafton, 2007).…”

Section: Verbalizers and Visualizers Leaning Stylementioning

confidence: 99%

Exploring Verbal, Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

Al‐Balushi

Coll

2013

International Journal of Science Education

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The current study compared different learners' static and dynamic mental images of unseen scientific species and processes in relation to their spatial ability. Learners were classified into verbal, visual and schematic. Dynamic images were classified into: appearing/disappearing, linearmovement, and rotation. Two types of scientific entities and their related processes were investigated: astronomical and microscopic. The sample included 79 female students from Grades 9 and 10. For the purpose of the study, three instruments were used. The Mental Images by Guided Imagery instrument was designed to investigate participants' visualization of static and dynamic mental images. The Water-Level Task was adopted to estimate participants' spatial ability. The Learning Styles Inventory was used to classify participants into verbal, visual and schematic learners. The research findings suggest that schematic learners outperformed verbal and visual learners in their spatial ability. They also outperformed them in their vividness of microscopic images; both micro-static and micro-dynamic images; especially in the case of appearing/disappearing images. The differences were not significant in the case of astronomical images. The results also indicate that appearing/disappearing images received the least vividness scores for all three types of learners.

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“…Monitoring activities included items like developing concept sketches and maps, using models to explain course topics, and generating questions as content is reviewed. Concept sketches engage students in the learning process, develop critical thinking skills, teach communication skills, and at the same time help identify student misconceptions (Johnson and Reynolds, 2005). The evaluation area pertains to students’ reviewing goals at the end of the semester or reviewing graded exams to identify misconceptions, inaccuracies, and develop better strategies for future exams.…”

Section: Methodsmentioning

confidence: 99%

Student Perception of Metacognitive Activities in Entry-Level Science Courses

Sandall

Mamo

Speth

et al. 2014

Natural Sciences Education

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A research study investigated student perception of the use of metacognitive activities in the classroom. The courses were large enrollment (n > 100) introductory Plant and Soil Sciences courses taught in the fall semester. The courses implemented activities such as concept sketches or conceptual modeling to help students develop their learning strategies and provided instructors the experience to develop strategies of best practices in implementing metacognitive activities. An endof-semester survey was administered to students to gauge student perception of these learning strategies. In the Soil Resources course, 69% of all students thought the emphasis on metacognition was useful, and 94% of the freshmen said the emphasis on metacognition was useful. In the Plant Science course, 82% of the students said the emphasis on metacognition was useful.Impact Statement Teaching and learning environments in higher education should be created to promote metacognitive thinking to cultivate achievement and prepare students to address societal challenges.

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Concept Sketches – Using Student- and Instructor-generated, Annotated Sketches for Learning, Teaching, and Assessment in Geology Courses

Cited by 64 publications

References 23 publications

How can Teachers Help Students Formulate Scientific Hypotheses? Some Strategies Found in Abductive Inquiry Activities of Earth Science

How can Teachers Help Students Formulate Scientific Hypotheses? Some Strategies Found in Abductive Inquiry Activities of Earth Science

Exploring Verbal, Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

Student Perception of Metacognitive Activities in Entry-Level Science Courses

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