ERIC Number: ED454096
Record Type: Non-Journal
Publication Date: 2001-Mar-23
Reference Count: N/A
What Happens to Student Learning When Color Is Added to a New Knowledge Representation Strategy? Implications from Visual Thinking Networking.
Longo, Palma J.
A long-term study was conducted to test the effectiveness of visual thinking networking (VTN), a new generation of knowledge representation strategies with 56 ninth grade earth science students. The recent findings about the brain's organization and processing conceptually ground VTN as a new cognitive tool used by learners when making their knowledge explicit. VTN encourages students to integrate multiple ways of thinking about scientific events and objects by utilizing color, form, and spatial information. These attributes have been recently linked to the understanding of how one builds a picture of the visual world, stores this new knowledge and recalls it in our brain. This paper presents an overview of findings from an experimental and interview-based design. The use color promoted long-term meaningful learning and achievement, and enhanced the higher order thinking skills of problem solving. A summary of the five major positive findings are presented in the areas of problem solving achievement, organization of knowledge in memory, problem solving strategy dimensionality, conceptual understanding, and gender differences. Issues of assessment and curriculum planning, and the role of the senses in concept formation are also addressed. Appended are: constructed networks, concepts used in the first VTN and Writing Strategy Topic: Earth and Space Science, and Guidelines for Constructing a Visual Thinking Network. (Contains 34 references, 7 figures, and 1 table.) (Author/YDS)
Descriptors: Academic Achievement, Color, Earth Science, High Schools, Learning Strategies, Metacognition, Problem Solving, Science Education, Sex Differences
For full text: http://www.umassd.edu/cas/biology.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A