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USE OF GRAPHIC ORGANIZERS IN SECONDARY CHEMISTRY LESSONS

Year 2017, Volume 7, Issue , 72 - 75, 04.08.2017

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.

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/

Year 2017, Volume 7, Issue , 72 - 75, 04.08.2017

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

Subjects Social
Journal Section Articles
Authors

Canan NAKİBOGLU

Publication Date August 4, 2017
Published in Issue Year 2017, Volume 7, Issue

Cite

APA Nakiboglu, C. (2017). USE OF GRAPHIC ORGANIZERS IN SECONDARY CHEMISTRY LESSONS . The Eurasia Proceedings of Educational and Social Sciences , 7 , 72-75 . Retrieved from http://www.epess.net/en/pub/issue/30770/332658