Graphic Organizers Research Articles

Improving Persuasive Writing Outcomes With Technology for Students in an Alternative Special Education Program

A study using a multiple-baseline across participants design was conducted in an alternative education setting to examine the functional relation between students’ use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of their persuasive essay writing. Three third- to fifth-grade students with writing difficulties and complex behavioral needs receiving services in an alternative special education program participated in the study. The dependent variables included the number of words, number of transition words, and writing quality scores across (a) baseline (writing on the computer without the TBGO), (b) TBGO-use phase (writing on a computer with the TBGO), and (c) maintenance (writing on the computer without the TBGO). The visual and statistical analyses of data indicated all participants improved the quality of their writing, and two students also increased the quantity of their writing across phases. Students’ self-efficacy for self-regulated learning in writing ratings were also monitored throughout the study. Results indicated an overall increase in their perceived self-efficacy for writing.

Mind-body Balance. Experience Workshop for New Entry Students in Engineering

Objective: Evaluate a comprehensive educational intervention in groups of new students in engineering, using techniques for the management of their mental health, to reinforce their conditions for learning. Theoretical Framework: Development of graphic organizers, reinforcement of self-esteem, ability to concentrate, and balanced diet, strengthen study habits and techniques, maintaining mental health, and improving school performance. This topic presents the main concepts and theories that support the research. Method: An educational intervention was designed and carried out for 550 engineering students. They joined a workshop on personal balance for their entry in 2017. Perception surveys and personal testimonies were applied. Their academic performance was analyzed after one year and contrasted with other generations. Results and Discussion: Testimonials and responses to perception surveys from students and the teacher showed more than 82% acceptance. The techniques were perceived as beneficial elements for personal life, and an alternative for mental health management. Their academic performance one year after entering was similar to that of those who had a better entry profile. Research Implications: The results were used to establish an engineering entry strategy and improve the school career, benefiting terminal efficiency. Originality/Value: This study offers the evaluation of the comprehensive intervention applied to engineering students to guide the admission strategy.

The Effectiveness of Graphic Organizers in Fostering the Learning of Chemical Bonding in Chemistry

Graphic Organizers are visual and graphic display that illustrates the correlations between facts, terms, and ideas with a learning task. Integrating Graphic Organizers can enhance the efficiency of the teacher's delivery of lessons and students' learning. However, no study had been conducted in using graphic organizers in the process of teaching and learning. Therefore, this explanatory mixed-method study aimed to investigate the effectiveness of Graphic Organizers in teaching Chemical Bonding to grade nine (n=98) students in Samtse Dzongkhag, Bhutan. The study's main objective was to compare the academic achievement of the control group (n=53) and experimental group (n=45) and also to investigate students' and teachers' (n=6) perceptions of using Graphic Organizers in teaching and learning Chemistry over four weeks. Learning achievement tests (pre-test and post-test), semi structured interviews, and survey questionnaires were used to collect the quantitative data and qualitative data. The independent sample t-test analysis of the post-test scores revealed a statistically significant difference between the control group and the experimental group with a mean difference value of 1.17 (p=0.017), indicating that the use of Graphic Organizers improved the students' learning achievement which was also reflected in the qualitative data gathered through interview and survey questionnaire. As a result, this study strongly suggests the use of graphic Organizers as a teaching and learning tool to improve students' academic performance in Chemistry.

Developing EFL Composition Performance Among Secondary School Students Via a Strategy Based on Graphic organizers and Some Pre- Writing Prompts .

Developing EFL Composition Performance Among Secondary School Students Via a Strategy Based on Graphic organizers and Some Pre- Writing Prompts .

The Cognitive Map Mechanism in Digital Reading: An Experimental Study on the Influence of Textual Representation on Cognitive Effects

ABSTRACTThe Cognitive Map Mechanism explains that different textual representations influence cognitive effects by affecting how readers mentally organize and navigate information. The application of this mechanism in digital reading remains underexplored. We conducted a lab experiment(N = 148) manipulating low/medium/high textual representation through non−/micro−/combined‐annotation modes. Our aim was to clarify how the cognitive map based digital reading variations impact reading comprehension, performance calibration, and reading speed. Sufficient results showed that high‐level textual representation provides superior cognitive effects in all dimensions. It is interesting to discover that medium‐level textual representation impaired cognitive effects compared to low‐level representation. Specifically, metacognition negatively moderated the influence of textual representation level on reading speed, suggesting that texts with both micro‐annotations and graphic organizers can provide comprehensive cues and visual correlations to build cognitive map, thereby enhancing cognitive effects. Our study contributes novel insights for future research and practical implementation of cognitive‐oriented strategies in digital context.

"Synthetic Map": A Graphic Organizer Inspired by Artificial Neural Network Paradigms for Learning Organic Synthesis.

Organic Chemistry is widely recognized as a challenging subject, with the design of syntheses and retrosyntheses identified as particularly difficult tasks. Inspired by the success of artificial neural networks in machine learning, we propose a framework that leverages similar principles to enhance the teaching and learning of organic synthesis. In this paper, we introduce a novel teaching tool, the "Synthetic Map", that attempts to visually recreate an expert's mental map and conceptual understanding of organic synthesis built over years of experience. The educational benefits of the Synthetic Map were evaluated through its implementation in an Organic Chemistry course of a Pharmacy degree over two years. The new tool promoted students' learning by providing a mental organizer fostering a deeper understanding of the subject and empowering students to design and execute effective synthetic strategies.

Inference Instruction for Students With Reading Disabilities

National data indicate that approximately 90% of rural students with a reading disability read at or below basic levels of reading proficiency. A growing body of research demonstrates that the ability to make inferences is essential for reading comprehension but particularly difficult for students with reading disabilities. Compounding matters, rural special educators often have limited resources available to support students with reading disabilities, largely served in general education classrooms. In this Practice in Action article, we support rural special educators who must innovatively collaborate with general education teachers to ensure high quality and specialized reading instruction and support inclusive and equitable learning environments by (a) defining inferencing, (b) reviewing College and Career Readiness Anchor Standards that support inferencing, (c) discussing the inference skills of students with or at-risk for reading disabilities, (d) outlining components of effective inference instruction, and (e) offering recommendations for how to teach inferencing using a graphic organizer.

Argumentative Writing for Students With Disabilities in Inclusive Science Classes: A Pilot Study

As larger numbers of students with disabilities (SWDs) are being included in general education or inclusive science classes, many of them experience difficulties with scientific reasoning and argumentation. In inclusive science classes, there are greater demands to learn more complex concepts and use scientific practices, such as argumentative writing with evidence. In addition, SWDs struggle with writing tasks, compounding their difficulties, particularly when asked to incorporate science content into their writing. To address these writing difficulties, an argumentative intervention was developed that was comprised of an argumentative strategy and graphic organizer that assessed students’ writing performance on an argumentative essay. The results of this pilot study found that experimental students improved their argumentative writing from pre to post writing tasks and experimental students in the argumentative intervention group outperformed control students. In addition, SWDs who used the intervention outperformed control group students that included both SWDs and students without disabilities. Limitations of the study are discussed, as well as implications for teachers

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Mathematical training is necessary to understand the principle of application of modern technology, its structure, scientific and technical concepts, and ideas. Mathematics is also important in a person's daily life. In modern scientific technology and the transformation of science into socially productive forces, mathematics remains the language of science and technology. The article proposes to teach and familiarize primary school students with the use of graphic organizers. In this application, you can prepare the most necessary tasks for elementary school students. Using graphic organizers is one of the best ways to improve children's interest, computational thinking, and learning to code. Familiarity with programming from elementary school is considered the most necessary so that students in the future can think independently and find the answer to a given problem.

What’s Art Got to Do With It? Using Visual Thinking Strategies to Develop Critical Thinking Skills

Visual Thinking Strategies (VTS) is an experiential exercise readily adapted to the management classroom. Through this exercise, instructors use a structured process to help students develop and apply critical thinking skills, with a focus on clearly articulating a concept, explaining their reasoning and use of evidence to inform their claim, interrogating assumptions, and exploring a range of perspectives. The exercise involves guiding students to interpret first visual artwork and then other texts through the use of guiding questions and specific facilitation strategies, followed by a practice and a debriefing. Additional adaptations discussed in the appendix, such as using VTS with graphic organizers from a course text, the landing page of a multinational company website, a SWOT analysis, or quantitative datasets, are a testament to the versatility and flexibility of this strategy in building students’ critical thinking skills across management contexts.

Effets formateurs des organisateurs graphiques dans la matérialisation de l'apprentissage situationnel

Situational learning is one of the teaching options that can ensure the efficiency of the activity, as it allows capitalizing on students' previous experience and provides a link between new content elements and examples in the immediate reality. The appeal to different graphic organizers in carrying out situational learning increases the effectiveness of this approach. This study analyzes the formative effects of graphic organizers in achieving situational learning. The research undertaken was based on the use of two research methods: questionnaire-based survey and focus-group interview. The opinion questionnaire was applied to a sample of 58 master students, in the first year, at the Faculty of Letters, University of Craiova, and who are, at the same time, enrolled in the initial training program as teachers, and the interview was conducted with 10 students from the same faculty. The results obtained from the application of the two research tools allowed the identification of teachers' training needs regarding the conditions of methodological efficiency of capitalizing on situational learning in practice, facilitated by different graphic organizers. Based on the results obtained, we propose the use of tools to optimize the process of training and developing the competences of a future teacher. Some of these tools have been developed and harnessed in previous research and improved, but there are also new proposals.

Improving the Reading Comprehension Skills in English of the students using Graphic Organizers Learning Activities

Reading comprehension is the ability of the students to read a text, understand, analyze its meaning, construct meaning and to relate with what the reader already knows as they interact themselves to the written texts through graphic learning activities.Graphic organizers learning activities include semantic maps, semantic feature analysis, cognitive maps, story maps, framed outlines, and Venn diagrams.The participants of this study were the 27 grade 7 students of Lubilan Integrated School Lubilan, Lubilan Naawan Misamis Oriental. .Lubilan Integrated School is situated in the highland part of the town. The study sought to find out the effectiveness of the graphic organizers learning activities to improve the students’ reading comprehension skills in English. It aimed to find out the significant difference between the students’ pretest and posttest scores in reading comprehension. The study used the pre-experimental research design, the one group pretest-posttest design. This study used the adapted 40 item multiple choices test questionnaire from the Department of Education for the pretest and posttest. The graphic organizers learning activities were prepared and designed by the assigned teacher to suit the needed learnings of the students. This study utilized the paired t-test and Pearson correlation coefficient to analyze the results. Paired t-test revealed a significant difference between the students’ pretest and posttest scores in reading comprehension using graphic organizers learning activities as shown in their mean difference of-1.519 with t-value of-3.10 and p-value of 0.0046* which is less than the p-value of 0.05 level of significance and that lead to the rejection of the null hypothesis. This study concluded that using graphic organizers learning activities can improve the students’ performance in reading comprehension.

A literature review: Mathematics vocabulary intervention for students with mathematics difficulty

AbstractThis paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary or with an embedded vocabulary component. Ultimately, 13 studies with participants from kindergarten to Grade 8 were included in the review. The majority of included studies had dual foci on vocabulary and other mathematics content, including whole number computation, word problem solving, fractions, algebra, or geometry. All studies that measured mathematics vocabulary performance indicated positive student outcomes. In addition, multiple studies indicated positive effects on measures of other mathematics content beyond mathematics vocabulary knowledge. We noted six instructional practices across studies that bolstered the mathematics vocabulary performance of students with mathematics difficulty. From most to least common, these practices included formal vocabulary use, explicit instruction, use of representations, repeated exposures, pre‐teaching, and graphic organizers. Implications are addressed for both researchers and practitioners.

A review of research on social studies instruction for students with intellectual disabilities.

The content of social studies encompasses various topics such as culture, citizenship, values, geography, and history. However, social studies has historically been an under-researched academic content area for students with intellectual disabilities. The aim of this study was to identify and summarize empirical research on social studies instruction for students with intellectual disabilities. We searched for articles in two electronic databases from 2000 to 2023. We applied seven inclusion criteria to 1709 articles that emerged in databases. A total of 13 empirical studies met the inclusion criteria. We conducted a narrative review across these 13 studies. Results showed that students with intellectual disabilities improved social studies skills through effective instructional strategies including graphic organizers, technology-based instruction, time delay, and task analysis. Also, social studies instruction for students with intellectual disabilities mostly focused on history and geography. We discussed the findings along with their limitations and provided recommendations for future research.

The Development of Group Process Skills and Learning Achievement in History Subject : Historical Evidence of the Rattanakosin through Learning Management of L.T. Technique Integrated with Graphic Organizers and Community-based Learning

The Development of Group Process Skills and Learning Achievement in History Subject : Historical Evidence of the Rattanakosin through Learning Management of L.T. Technique Integrated with Graphic Organizers and Community-based Learning

Effects of interventions using graphic organizer in Korea: a meta-analysis

Effects of interventions using graphic organizer in Korea: a meta-analysis

The Role of Graphic Organizer Technique in Constructing English Vocabulary of Secondary Level Language Learners

The Role of Graphic Organizer Technique in Constructing English Vocabulary of Secondary Level Language Learners

Examining graphic organizer for meaningful reading of EFL learners

Examining graphic organizer for meaningful reading of EFL learners

‘I want to scream it from the rooftops now […] there are other pathways’: What young people learned from a co-designed post-secondary transition programme

AbstractThis paper uses the framework of transition as becoming to explore what young people learned from participating in a post-secondary transition program that was co-designed by young people. The 9-week youth participatory action research (YPAR) involved six staff collaborators (SCs) and seven youth collaborators (YCs). Data comprised recordings of weekly group meetings, group interviews, reflections and artefacts such as planning documents, graphic organisers and writing. We discuss the findings using two themes that we identified together as a team of YCs and SCs. The first represents how YCs became aware of and vocalised understandings of life after secondary school as a diverse and fluid process. The second describes and interrogates how YCs became more confident and empowered, showing the importance of critical consciousness, reflection and action in seeking transformation. We conclude that conceptualising transition as becoming enables us to collectively make sense of the diverse ways we co-construct life experiences and directions.

Text structure instruction in primary education: Effects on reading, summarization, and writing

Although knowledge of informational text structures can promote text comprehension, this topic receives little attention in the Dutch primary school curriculum. 201 Dutch students in grades 4-6 participated with their teachers (n = 10) in this quasi-experimental study with a switching-panels replication design. Students either first followed a text structure intervention (TOP) and then went back to business-as-usual, or the other way around. During the intervention, teachers taught their students about the characteristics of four informational text structures, and how to use structure-specific graphic organizers to organize main ideas for each structure. In addition, several writing tasks related to the different text structures were included. At three measurement occasions, students completed text structure tests, reading comprehension tests, summarization tasks, and writing tasks. Only the fourth graders in one iteration of the intervention showed immediate effects over and above the effect of business-as-usual lessons on the text structure test (d = 0.50), the reading comprehension test (d = 0.53), the summarization task (d = 0.48). In both iterations of the intervention, an immediate effect was found on writing (d = 0.33 and d = 0.39). These findings are discussed in the light of test-related issues and implementation fidelity data.