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

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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.

Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 1, Issue 3, 2001
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

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Authors

Paul Germann, Kim Young-Soo, Martha D. Patton, University of Missouri, 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)?

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