How do the graphic organizers help the chemistry workshop

1
How do the graphic organizers help the chemistry
workshop? Syed Jahangir, Peer leader, City
College of New York
Hypothesis The many uses of graphic organizers
in chemistry workshop inspire high levels of
achievements.
Conclusion From the discussion and the
experiment conducted by Judy Ridgway and Linda
Saville-Rath it could be said that the graphic
organizers can be used for ?Refining a
persons creative and critical thinking.
?Brainstorming in groups. ?Outlining the
informative essays and presentations.
?Absorbing and internalizing new information.
?Saving the persons time.
Discussion The result of this experiment
suggests that graphic organizers ? Enable
the student to retain crucial knowledge. ?
Allow students to work more quickly. ? Help
the students to remember the information, steps
of solution, possibly for a long period of time.
? Help students to be more organized. ?
Encourage getting into the problem and solving
it.
Experiment An experiment was done with the
chemistry workshop students to test the
effectiveness of graphic organizers in learning
and solving chemistry problems. ?? Eight of
my students were used for the study. Five of the
students used a flowchart to solve the problem
while the other three students solved that same
problem in a paragraph format. ?? The
students who used the graphic organizer broke
down the component/keywords from the problem and
proceeded to solve the problem by using all the
relevant steps of the flowchart. The other
students were overwhelmed and found it hard to
get to the solution. ?? The graphic
organizer users finished their problem within a
short period of time while the others took more
time.

• Literature Review
• A graphic organizer is a descriptive matrix that
  helps to shift, gather, and sort information.
• Categories of graphic organizers
• webbing,
• concept mapping,
• flow chart and
• venn diagram.
• Graphic organizers are used to
• illustrate, describe, compare, and contrast,
• classify casual relationship and
• make decisions.
• Cognitive psychologists generally agree that
  there are at least two distinct types of human
  knowledge
• declarative (knowing what something is, but it
  does not imply knowing how to use that knowledge)
  and
• procedural (knowing how to do something).
• According to Don Recherché (University of San
  Diego) concept mapping makes a bridge between
  didactic and procedural knowledge.
• Judy Ridgeway (science abstractor of ENC) and
  Linda Seville-Rath (Ohio University) introduced
  the theory of concept mapping in their class
  after noticing the large number of failing
  students. Previously, they conducted classes in a
  didactic format. As soon as they applied the
  concept mapping theory they realized that
  didactic methods were insufficient whereas
  concept mapping gives students more
  responsibility as well as opportunities to
  enhance their own learning.
• Joseph Novak suggests that graphic organizers,
  such as concept maps, are a way to visually
  represent ideas and show these conceptual
  connections.

Implications Graphic organizers can be applied
in many subjects. These will mostly help the
students of different cultures as well as those
of the native culture. All students can obtain
clear concepts and visual information within a
short time and remains in mind for a long time.
Finally it could be said that the graphic
organizers work well for all subjects as well as
for chemistry workshop.
References ?Visual learning
http//www.inspiraion.com/vlearning/index.cfm
?Effectiveness of Graphic Organizers in
Computer-Based instructionwith Dominant Spanish
and Dominant English Speaking Students
http//edweb.sdsu.edu/Courses/Ed690DR/articleCriti
que/background690.htmlproblem ?Concept map
finding our way on the road to a standard-e
classroom. http//www.enc.org/resources/browse/0,
2103,0-1196-3784_1,00.shtm -