Heightening Reflection Through Dialogue: A Case for Electronic Journaling and Electronic Concept Mapping in Science Classes
Paul Germann, Kim Young-Soo, Martha D. Patton, University of Missouri, United States
CITE Journal Volume 1, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
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)?
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.
© 2001 Society for Information Technology & Teacher Education
Cited ByView References & Citations Map
What’s Technology Got to Do With It?: Exploring Reflection and Technology in an English Education Methods Course
Melanie Shoffner, Purdue University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3596–3601
Kevin Oliver, North Carolina State University, United States
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 2593–2602
Effie Lai-Chong Law, ETH Zürich, Switzerland
EdMedia + Innovate Learning 2004 (2004) pp. 3369–3376
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