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The effect of adjunct post-questions, metacognitive process prompts, cognitive feedback and training in facilitating student achievement from semantic maps.
- Article from:
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International Journal of Instructional Media
- Article date:
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June 22, 2006
- Author:
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Copyright informationCOPYRIGHT 2006 Westwood Press, Inc. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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INTRODUCTION
Graphic organizers are spatial displays of text incorporated into instructional text to communicate vertical, horizontal, hierarchical, or coordinate relationships among concepts (Robinson, Katayama, Dubois, & Devaney, 1998). They are inserted into text as an attempt to aid learning. Researchers (e.g., Jonassen, Beissner, & Yacci, 1993 and Winn, 1990) have noted that over the last several years, advances have been made in computer software that allow instructors and text designers to more easily create and embed graphic organizers, such as concept maps, diagrams, and semantic maps, into text. Not only have advances in technology permitted those with little ...
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