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.

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Peer reviewed

ERIC Number: EJ580444

Record Type: Journal

Publication Date: 1999

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ISSN: ISSN-0022-4308

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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

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