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Peer reviewedGreene, Beth G. – Reading Psychology, 1990
Presents 26 annotations from the ERIC database on using study guides, advance organizers, and other concept development strategies. Offers journal articles and material appropriate for secondary grades and college students. (SR)
Descriptors: Advance Organizers, Concept Formation, Higher Education, Learning Strategies
Download full textdeGrave, Willem S.; And Others – 1987
A study investigated the effectiveness of using a small-group discussion as the main vehicle for the construction of an initial representation of a problem that activates previously acquired knowledge. College students (N=39) were randomly assigned to either an experimental condition or a control condition and asked to brainstorm about a presented…
Descriptors: Advance Organizers, Cognitive Processes, College Students, Concept Formation
Peer reviewedFlatley, Joannis K.; Gittinger, Dennis J. – Perspectives in Education and Deafness, 1990
Specific teaching strategies to help hearing-impaired secondary students comprehend abstract concepts include (1) pinpointing facts and fallacies, (2) organizing information visually, (3) categorizing ideas, and (4) reinforcing new vocabulary and concepts. Figures provide examples of strategy applications. (DB)
Descriptors: Abstract Reasoning, Advance Organizers, Classroom Techniques, Comprehension
Peer reviewedWillerman, Marvin; Mac Harg, Richard A. – Journal of Research in Science Teaching, 1991
A control group of 40 eighth graders completed a unit on elements and compounds. An experimental group of 42 completed concept maps on the same topic. Results of a one-tailed T test demonstrated the usefulness of concept maps as advance organizers. (KR)
Descriptors: Advance Organizers, Cognitive Development, Concept Formation, Concept Mapping
Peer reviewedBos, Candace S.; Anders, Patricia L. – International Journal of Disability, Development and Education, 1992
The Interactive Teaching Project was designed to test an instructional model to help students with learning disabilities comprehend content area concepts. This paper describes the theoretical model and the effective interactive teaching and learning strategies used, including semantic feature analysis, semantic mapping, and semantic/syntactic…
Descriptors: Advance Organizers, Comprehension, Concept Formation, Content Area Reading
