GRAPHIC ORGANIZERS IN THE CONTEXT OF CLASSROOM COMMUNICATION
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Emil Lazar: University of Craiova, Romania
Annals of the University of Craiova, Series Psychology, Pedagogy, 2018, vol. 38, issue 2, 35-48
Meaningful learning and learning efficiency are two reasons of this paper. They are intrinsic (they are intertwined as meanings in terms of importance) and generate consequences worthy of human axiology. The topic of classroom communication and learning facilitated by graphic organizers is one of interest in the context of the evolution of pedagogic research in the curriculum domain, in which conceptual aspects (theorizing) prove their strength in the context of meeting utility and proficiency criteria. Therefore, the theoretical underpinnings of classroom interaction having the graphic organizers as teaching tools, combined with the methodological-applied approach, supported by the results of such analysis, favourable to the approach and offering innovative elements from the perspective of curriculum habilitation. Why learning mediated by graphic organizers? Learning is the process through which knowledge is acquired in the teaching context. Learning can also be understood as the result of classroom communication, thatâ€™s why, due to certain factors, and methodological-teaching tools (such as graphic organizers), it may have a greater impact in terms of knowledge generation. Assessment, as a natural stage of educational process, has the same rules: the implementation methodological device is very important in efficient (accurate) and formative assessment. An instrument often incorporated in teaching strategies is represented by graphic organizers, a meaning through which learning objectives are successfully achieved, the understanding of the concepts is reinforced, the relation among these are highlighted and learning is facilitated.
Keywords: Classroom communication; Graphic organizers; Feedback. (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:edt:aucspp:v:38:y:2018:i:2:p:35-48
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