Improving earth science instruction through visual organizers

Abstract

Visual organizers come in many types, semantic mapping, semantic feature analysis, syntactic/semantic feature analysis and graphic organizers and can be used before, during, and after instruction. Misconceptions can be addressed when a concept map is used to show the correct relationships between concepts and details, while developing a connection to background knowledge. This connection gives students an anchor to newly learned knowledge providing a based for the new knowledge to be built upon. Concept maps can also be used to improve literacy through helping students understand complex informational text such as the text in textbooks; helping students organize writing and helping students learn new vocabulary. All these benefits apply to university students, high school students, middle school students, including those students with learning disabilities. Students with learning disabilities need to have more guidance when creating concept maps but they also find concept maps helpful with gaining new knowledge. Concept maps in all their varieties are a tool with many benefits for all students. Teachers need to become aware of these benefits and use concept maps more within their classrooms. The goal of this project provides earth science teachers with 36 visual organizers to use in their classrooms. They are organized according to the New York State Physical Setting/ Earth Science Curriculum Standards, standard 4. There is a wide variety of visual organizers to meet many different requirements, such as for use with a small group, for use during instruction or for use as an assessment tool.