Show simple item record

dc.contributor.authorIlter I.
dc.description.abstractThe purpose of this study was to investigate the effectiveness of three graphic organizers for teaching vocabulary and the development of the emotions-related to achievement. The study focused on the effects of different types of graphic organizers on word-learning and various emotions in social studies. This study was designed as a quasi-experimental design by utilizing a nonequivalent control group pretest-posttest design. The experimental group was instructed on vocabulary by using the Concept definition map, a Word-questioning strategy and a Circle thinking map for word-learning, while the control group was taught to use the C(2)QU [(Context (2)-Questioning-Using)] as a process of learning new vocabulary from context. The participants of this study were fourthgrade students from a state school in Bayburt, Turkey. The results indicated that the graphic organizers group was more successful than the comparison group in terms of improving general word recognition knowledge and meaningful leaps in acquisition of target word meanings. In addition, it was found that using different types of graphic organizers developed positive achievement emotions (i.e., enjoyment, hope and pride) more than contextual learning process in social studies.en_US
dc.publisherSocial Science Press
dc.titleThe power of graphic organizers: Effects on students' word-learning and achievement emotions in social studiesen_US
dc.relation.journalAustralian Journal of Teacher Educationen_US
dc.contributor.departmentBayburt Universityen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US

Files in this item


There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record