A Study of Teacher-Mediated Enhancement of Students’ Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

Abstract

Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process of implementation, including implications for teacher education. This is among the first reports that teachers can be provided with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores are among the lowest.

Keywords:

• Cognitive structure
• Earth science learning
• Knowledge networks

Acknowledgment

This research was funded in part by financial support from Teachers College Columbia University. This is Lamont-Doherty Earth Observatory Contribution Number 7319.