Abstract

This study investigated the impact of cognitive organizers, with the integration of technology, Inspiration 6 software, compared to a traditional textbook instruction format on content-area learning in high school inclusive social studies classes. Twenty-nine tenth-grade students in general education and 20 students with mild disabilities were randomly assigned to receive instruction using a cognitive organizer or traditional textbook instruction format. A pretest/posttest treatment control group design was used to examine the effectiveness of cognitive organizers. Dependent measures included a 35-item open-ended production pre/posttest of declarative social studies knowledge to assess the effectiveness of the intervention. Students in the cognitive organizer condition significantly outperformed students in the traditional textbook instruction condition. Limitations of the study, implications for practice for both general and special education teachers, and future research are discussed. The following are appended: (1) Sample Pretest; (2) Sample Cognitive Organizer; and (3) Sample Guided Notes. (Contains 3 tables.)

Citation

Boon, R.T., Burke, M.D., Fore, C. & Spencer, V.G. (2006). The Impact of Cognitive Organizers and Technology-Based Practices on Student Success in Secondary Social Studies Classrooms. Journal of Special Education Technology, 21(1), 5-15. Retrieved August 12, 2024 from https://www.learntechlib.org/p/100373/.

Keywords

• Cognitive Processes
• Computer Assisted Instruction
• Computer Software
• educational technology
• Grade 10
• High School Students
• Inclusive Schools
• Instructional Effectiveness
• instructional materials
• Mainstreaming
• Mild Disabilities
• Pretests Posttests
• Regular and Special Education Relationship
• social studies
• teaching methods
• technology integration
• Textbooks