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The Effect of the Use of Student-Generated Visualization as a Study Strategy for Middle School Science Concept Learning
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, , Texas A&M University, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study explored the effects of student-generated visualization on paper and on computers as a study strategy for middle school science concept learning. The results showed that students who visualized on paper or on computers significantly outperformed those students who studied without guidance. However, test performances did not differ between the students who visualized on paper and those who visualized on computers. Generative visualization activities—identifying text structures, and organizing interrelated concepts into a spatial form— led to a deeper processing of text regardless of the medium in which visualizations were generated.

Citation

Hsieh, Y.C.J. & Cifuentes, L. (2003). The Effect of the Use of Student-Generated Visualization as a Study Strategy for Middle School Science Concept Learning. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2998-3005). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .

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