Electronic Graphic Organizers for Learning Science Vocabulary and Concepts: The Effects of Online Synchronous Discussion

Reed, Deborah K.; Jemison, Emily A.; Sidler-Folsom, Jessica; Weber, Ashley

doi:10.1080/00220973.2018.1496061

Cited by 9 publications

(2 citation statements)

References 53 publications

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“…Similar to text, the use of graphic organizers is also an effective tool for better astronomy teaching, just like other physical and biological sciences (Sakiyo and Waziri, 2015;Kaur and Kamini, 2018;Chukwu and Dike, 2019;Tandog and Bucayong, 2019;Avila, 2020). The exact effectiveness of verbal and visual representations did not corroborate with most studies but with some, like the early findings of Simmons et al (1988) revealing comparable results between graphic organizers and text-oriented discussion as well as the recent results on online science discussions (Castelyn and Mottart, 2012;Reed et al, 2018). This result may be because these representations are perspectives of the same astronomy concepts, adhering to the concept of multiple and tiered representations in science (Chen et al, 2016;Kambouri et al, 2016;Galano et al, 2018;Hansen and Richland, 2020;Sanchez, 2021).…”

Section: Performances Of the Students In Astronomymentioning

confidence: 67%

Students’ Performance, Satisfaction, and Experiences in Graphic Organizer Integrated Online Instruction of Astronomy

Endiape,

Lopez,

Lastimosa

et al. 2023

SEI

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This quasi-experimental study determined Graphic Organizer Integrated Online Instruction’s effectiveness in understanding astronomy concepts. Three groups of Secondary Science Education students from a state university in Central Visayas, Philippines, were exposed to text, both text and graphic organizers, and the latter only. Study findings revealed that students across the three groups obtained above-average performances and improved performance; these groups also showed no significant difference in the improved performance. Using graphic organizers yielded high retention and satisfaction among the students, as they were immersed in visual-verbal instruction, a valuable learning scaffold, and a fun experience. In conclusion, the use of Graphic Organizer Integrated Online Instruction was effective in improving student performance, retention, and learning experiences. Integrating these visual tools in online instruction is highly recommended for use at the undergraduate level in the new normal.

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Section: Performances Of the Students In Astronomymentioning

confidence: 67%

Students’ Performance, Satisfaction, and Experiences in Graphic Organizer Integrated Online Instruction of Astronomy

Endiape,

Lopez,

Lastimosa

et al. 2023

SEI

View full text Add to dashboard Cite

show abstract

“…It can also be used to measure students' acquisition of vocabulary revealed in descriptions, examples, and nonexamples. It helps students understand concepts in the form of a graphic organizer to determine the definition and description of a word or concept (Reed et al,2019). The Frayer Model Plus is useful for teaching and learning vocabulary (Urquhart & Frazee, 2012).…”

Section: Review Of Literature and Related Studiesmentioning

confidence: 99%

Effectiveness of the Frayer Model Plus in Developing Secondary Stage Students’ Translation Skills

al-Tonsi¹

2022

مجلة البحث العلمى فى التربیة

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The research examined the effectiveness of the Frayer Model Plus in developing secondary stage students' translation skills. Research participants were 50 first year secondary stage students randomly selected and equally assigned to a control group and an experimental one. Both groups were pretested and post tested on the Translation Test, developed by the researcher. The experimental group received the suggested translation program based on the Frayer Model Plus, while the control group were taught the same translation texts traditionally. Both groups received 18 translation sessions. Findings of the data analysis revealed that the value of the Independent-Samples "t" test for the overall translation skills was (16.46), and the experimental group exceeded the control one on the post administration of the Translation Test. The research results also showed the effectiveness of the suggested program based on the Frayer Model Plus in developing the participants' translation skills due to the huge of effect size value for the suggested program (d=5.63).

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Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia

Garzón-Díaz

2021

International Perspectives on CLIL

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Electronic Graphic Organizers for Learning Science Vocabulary and Concepts: The Effects of Online Synchronous Discussion

Cited by 9 publications

References 53 publications

Students’ Performance, Satisfaction, and Experiences in Graphic Organizer Integrated Online Instruction of Astronomy

Students’ Performance, Satisfaction, and Experiences in Graphic Organizer Integrated Online Instruction of Astronomy

Effectiveness of the Frayer Model Plus in Developing Secondary Stage Students’ Translation Skills

Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia

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