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Heightening Reflection Through Dialogue: A Case for Electronic Journaling and Electronic Concept Mapping in Science Classes
Article

, , , University of Missouri, United States

CITE Journal Volume 1, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The literature on concept mapping and on journaling in the science classroom is well established (Ambron, 1991; Anderson & Huang, 1989; Barenholtz & Tamir, 1992; Emig, 1977; Fulwiler, 1980; Jegede, Alaiyemola, & Okebukola., 1990; Langer & Applebee, 1987; Nakhleh & Krajcik, 1991; Novak, Gowin, & Johansen, 1983; Novak & Gowin, 1984; Richardson, 1990; Wallace & Mintzes, 1990; Wandersee, 1990; Zulich & Bean, 1991), but there has been limited research on electronic variations of these well-established learning tools. Does the electronic medium alter the learning environment in significant ways? In valuable ways? In what ways might the electronic medium heighten "reflective practice," a quality promoted in teacher education (Bean & Zulich, 1989; Davison, King, & Kitchener, 1990; Schon, 1983, 1987; Zeichner & Liston, 1987)?

Citation

Germann, P., Young-Soo, K. & Patton, M.D. (2001). Heightening Reflection Through Dialogue: A Case for Electronic Journaling and Electronic Concept Mapping in Science Classes. Contemporary Issues in Technology and Teacher Education, 1(3), 321-333. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved January 21, 2020 from .

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