Journal article
Electronic Graphic Organizers for Learning Science Vocabulary and Concepts: The Effects of Online Synchronous Discussion
The Journal of Experimental Education, Vol.87(4), pp.552-574
10/02/2019
DOI: 10.1080/00220973.2018.1496061
Abstract
This study investigated the content learning of fourth graders (Nā=ā92) randomly assigned to complete electronic Frayer Models on life science vocabulary by themselves or while engaging in synchronous online discussions with a partner. The use of the graphic organizers was interspersed with other science activities. After seven weeks, all students significantly improved their science content knowledge (d ā 0.60), but the two treatment groups did not demonstrate significantly different performance after controlling for pretest abilities. Path analysis revealed the rubric scores on students' organizers were more strongly predictive of the posttest science benchmark in the online discussion group than the independent group, suggesting that collaboratively completing Frayer Models may help bolster the relationship between reading and science.
Details
- Title: Subtitle
- Electronic Graphic Organizers for Learning Science Vocabulary and Concepts: The Effects of Online Synchronous Discussion
- Creators
- Deborah K Reed - University of Iowa, Iowa Reading Research CenterEmily Jemison - Belvedere Elementary School, Fairfax County Public SchoolsJessica Sidler-Folsom - University of Iowa, Iowa Reading Research CenterAshley Weber - Florida State University Schools
- Resource Type
- Journal article
- Publication Details
- The Journal of Experimental Education, Vol.87(4), pp.552-574
- Publisher
- Routledge
- DOI
- 10.1080/00220973.2018.1496061
- ISSN
- 0022-0973
- eISSN
- 1940-0683
- Language
- English
- Date published
- 10/02/2019
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983993482002771
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