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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ580444
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
Effects of Student-Generated Diagrams versus Student-Generated Summaries on Conceptual Understanding of Causal and Dynamic Knowledge in Plate Tectonics.
Gobert, Janice D.; Clement, John J.
Journal of Research in Science Teaching, v36 n1 p39-53 Jan 1999
Grade five students' (n=58) conceptual understanding of plate tectonics was measured by analysis of student-generated summaries and diagrams, and by posttest assessment of both the spatial/static and causal/dynamic aspects of the domain. The diagram group outperformed the summary and text-only groups on the posttest measures. Discusses the effects of generating diagrams and summaries on conceptual understanding during reading. Contains 43 references. (Author/WRM)
Descriptors: Causal Models, Concept Formation, Diagrams, Grade 5, Intermediate Grades, Plate Tectonics, Reading Comprehension, Science Education, Thinking Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Dynamic Concept Analysis; Summarization