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: AACE.
Retrieved from http://www.editlib.org/p/10731.
Contemporary Issues in Technology and Teacher Education
Volume 1, Issue 3, 2001
Association for the Advancement of Computing in Education (AACE) Norfolk, VA
More Information on CITE Journal
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)?