Presenting material via graphic organizers in science classes in secondary education

Abstract The linear sequencing of PowerPoint slides does not always meet support from researchers; therefore presenting study material via graphic organizers on an infinite canvas seems to be an appealing alternative. This study explores the impact of these graphic organizers on learning in science classes in secondary education. An experiment was set up in a geography class in general- oriented technical secondary education in Belgium. One teacher taught four class groups (n=77) on continental drift for three lessons of 50 minutes, and ended with a 10-minute presentation that reviewed the topic. In the two control class groups, this review was presented using slideware, which was in line with the guidelines of the Cognitive Theory of Multimedia Learning. In the two experimental class groups, the teacher presented an animated version of the review, which outlined the material via graphic organizers. Findings indicate that there is no significant difference in learning outcomes, self-efficacy, cognitive load and two motivational variables (attitude toward behaviour, intrinsic motivation), but the control version scored higher on perceived usefulness.

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