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

References

• AndersonORSalehIMKhineMSThe role of knowledge network structures in learning scientific habits of mind: Higher order thinking and inquiry skillsFostering scientific habits of mind: Pedagogical knowledge and best practices in science education2009RotterdamSense Publishers5982
   Google Scholar
• AndersonORDemetriusOA flow-map method of representing cognitive structure based on respondents’ narrative using science contentJournal of Research in Science Teaching19933095396910.1002/tea.3660300811
   Web of Science ®Google Scholar
• AndersonORRandleDCovotsosTThe role of ideational networks in laboratory inquiry learning and knowledge of evolution among seventh grade studentsScience Education20018541042510.1002/sce.1016
   Web of Science ®Google Scholar
• BaddeleyAWorking memoryScience, New Series1992255556559
   PubMed Web of Science ®Google Scholar
• BaxendellBWConsistent, coherent, creative: The 3 C’s of graphic organisersTeaching Exceptional Children2003354653
   Google Scholar
• BischoffPJThe role of knowledge frameworks play in the ability of preservice elementary teachers to explain the operation of a St. Louis motorSchool Science and Mathematics200210218118910.1111/j.1949-8594.2002.tb18200.x
   Google Scholar
• BischoffPJAndersonORA case study analysis of the development of knowledge schema, ideational networks and higher cognitive operations among high school students who studied ecologySchool Science and Mathematics19989822823710.1111/j.1949-8594.1998.tb17296.x
   Google Scholar
• BischoffPJAndersonORDevelopment of knowledge frameworks and higher order cognitive operations among secondary school students who studied a unit on ecologyJournal of Biological Education2001358188
   Web of Science ®Google Scholar
• BischoffPJAveryLGoldenCFFrenchPAn analysis of knowledge structure, diversity and diagnostic abilities among preservice science teachers within the domain of oxidation and reduction chemistryJournal of Science Teacher Education20102141142910.1007/s10972-010-9188-x
   Google Scholar
• BrunerJThe process of education1962Cambridge, MAHarvard University Press
   Google Scholar
• BulunuzNJarrettOSUnderstanding of earth and space science concepts: Strategies for concept-building in elementary teacher preparationSchool Science and Mathematics200910927628910.1111/j.1949-8594.2009.tb18092.x
   Google Scholar
• DhindsaHAndersonORUsing a conceptual-change approach to help preservice science teachers reorganize their knowledge structures for constructivist teachingJournal of Science Teacher Education200415638510.1023/B:JSTE.0000031463.56206.a5
   Google Scholar
• GardnerHFrames of mind: The theory of multiple intelligences1993New YorkBasic Books
   Google Scholar
• HarrisonWJWendlandtRFWeathering of igneous, metamorphic, and sedimentary rocks in a semi-arid climate—Clay mineralogy in a geological engineering contextJournal of Geoscience Education200755295309
   Google Scholar
• KennellyPAn online social networking approach to reinforce learning of rocks and mineralsJournal of Geoscience Education2009573340
   Google Scholar
• LewisEBContent is not enough: A history of secondary earth science teacher preparation with recommendations for todayJournal of Geoscience Education200856445455
   Google Scholar
• Longo, P. J., Anderson, O. R., & Wicht, P. (2002). Visual thinking networking Promotes problem solving achievement for 9th grade earth science students. The Electronic Journal of Science Education,7, 1–51. http://www.unr.edu/homepage/crowther/ejse/ejsev7n1.html.
   Google Scholar
• NesbitJCAdesopeOOLearning with concept and knowledge maps: A meta-analysisReview of Educational Research20067641344810.3102/00346543076003413
   Web of Science ®Google Scholar
• OkeyJRGagneRMRevision of a science topic using evidence of performance on subordinate skillsJournal of Research in Science Teaching1970732132510.1002/tea.3660070406
   Google Scholar
• OrionNKaliYThe effect of an earth-science learning program on students’ scientific thinking skillsJournal of Geoscience Education200553387393
   Google Scholar
• PenuelWRMcWilliamsHMcAuliffeCBenbowAEMablyCHaydenMMTeaching for understanding in earth science: Comparing impacts on planning and instruction in three professional development designs for middle school science teachersJournal of Science Teacher Education20092041543610.1007/s10972-008-9120-9
   Google Scholar
• RingDGNovakJDThe effects of cognitive structure variables on achievement in college chemistryJournal of Research in Science Teaching1971832533310.1002/tea.3660080405
   Google Scholar
• SellKSHerbertBEStuessyCLSchielackJSupporting student conceptual model development of complex earth systems through the use of multiple representations and inquiryJournal of Geoscience Education200654396407
   Google Scholar
• ShavelsonRJStantonGCConcept validation: Methodology and application to three measures of cognitive structureJournal of Educational Measurement197512678510.1111/j.1745-3984.1975.tb01010.x
   Web of Science ®Google Scholar
• TretinjakCRiggsEMEnhancement of geology content knowledge through field-based instruction for preservice elementary teachersJournal of Geoscience Education200856422433
   Google Scholar
• TsaiC-CAn analysis of Taiwanese eighth graders’ science achievement, scientific epistemological beliefs, and cognitive structure outcomes after learning basic atomic theoryInternational Journal of Science Education19982041342510.1080/0950069980200403
   Web of Science ®Google Scholar
• TsaiC-CExploring students’ cognitive structures in learning science: A review of relevant methodsJournal of Biological Education200236163169
   Web of Science ®Google Scholar
• TsaiC-CUsing a “conflict map” as an instructional tool to change student alternative conceptions in simple series electric-circuitsInternational Journal of Science Education20032530732710.1080/09500690210145756
   Web of Science ®Google Scholar
• TsaiC-CChouY-JThe role of “core” and “anchored” concepts in knowledge recallKnowledge Organization200532143158
   Web of Science ®Google Scholar
• WilsonJMNetwork representations of knowledge about chemical equilibrium: Variations with achievementJournal of Research in Science Teaching1994311133114710.1002/tea.3660311007
   Web of Science ®Google Scholar
• WuY-TTsaiC-CDevelopment of elementary school students’ cognitive structures and information processing strategies under long-term constructivist-oriented science instructionScience Education20058982284610.1002/sce.20068
   Web of Science ®Google Scholar