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Different organizer types also produced more positive achievement emotions such as enjoyment, hope, and pride than contextual learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593687,1792165191,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":99,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 41 | Issue 1 | Article 3 |\n| --- | --- |\n\n2016  \nThe Power of Graphic Organizers: Effects on Students’ Word-Learning and Achievement Emotions in Social Studies  \nİlhan İlter  \nBayburt University, [iilter@bayburt.edu.tr](iilter@bayburt.edu.tr)  \nRecommended Citation  \nİlter, İ. (2016). The Power of Graphic Organizers: Effects on Students’ Word-Learning and Achievement Emotions in Social Studies. Australian Journal of Teacher Education, 41 (1).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol41/iss1/3](http://ro.ecu.edu.au/ajte/vol41/iss1/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol41/iss1/3](http://ro.ecu.edu.au/ajte/vol41/iss1/3)  \nThe Power of Graphic Organizers: Effects on Students’ Word-Learning and Achievement Emotions in Social Studies  \nİlhan İLTER  \nBayburt University, Faculty of Bayburt Education  \nBayburt, Turkey  \nAbstract: The purpose of this study was to investigate the effectiveness  \nof three graphic organizers for teaching vocabulary and the  \ndevelopment of the emotions-related to achievement. The study  \nfocused on the effects of different types of graphic organizers on  \nword-learning and various emotions in social studies. This study was  \ndesigned as a quasi-experimental design by utilizing a  \nnonequivalent control group pretest-posttest design. The experimental group was instructed on vocabulary by using the Concept definition  \nmap, a Word-questioning strategy and a Circle thinking map for  \nword-learning, while the control group was taught to use the C(2)QU  \n[(Context (2)-Questioning-Using)] as a process of learning new  \nvocabulary from context. The participants of this study were fourth  \ngrade students from a state school in Bayburt, Turkey. The results  \nindicated that the graphic organizers group was more successful than the comparison group in terms of improving general word recognition  \nknowledge and meaningful leaps in acquisition of target word  \nmeanings. In addition, it was found that using different types of  \ngraphic organizers developed positive achievement emotions (i.e.,  \nenjoyment, hope and pride) more than contextual learning process in  \nsocial studies.  \nIntroduction  \nLiteracy skills and understanding of the world work together to create a continuous cycle of learning for each individual. The more literacy experiences a student has, the better the student will understand of the world. These experiences also help individuals achieve more advanced reading comprehension outcomes (Irvin, Lunstrum, Lynch-Brown, & Shepard, 1995; Vacca, Vacca, & Mraz, 2012). These factors (literacy skills and comprehension development) are interdependent, and they help individuals understand the social issues by activating language and cognitive skills. In this learning cycle, the individuals’ vocabulary knowledge works as a catalyst to help solving many problems they may encounter. Here, the range of an individual’s vocabulary richness is an indicator of that person’s cognitive achievement, and has a direct effect on the individual’s social life. For this reason, it is suggested that active learning processes should help students become motivated to be self-regulated learners about further developing their general vocabulary knowledge. The researchers emphasized that there is a strong relationship between vocabulary growth, and the accumulation of knowledge in content-area. This relationship is a good determinant in understanding of the world and constantly increases from early ages (Baumann,  \nKame’enui, & Ash, 2003; Rupley, & Slough, 2010; Wanzek, 2014) . This process continues with the cycle of learning which is known as extended mapping of cognitive structures (Carey, 1978) . It occurs when students learn new words or the meaning of words at school (Blachowicz, Fisher, Ogle, & Watts-Taffe, 2006; Marzano, 2004) . As social studies has an intensive content, it is distinctive as it is more closely linked to ","cbCaitS0uQS0LzJE","https://ap.wps.com/l/cbCaitS0uQS0LzJE","pdf",504209,24,"English","# Introduction\n# Study Design\n## Participants\n## Instructional Procedures\n# Results\n# Conclusion","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study investigates how three types of graphic organizers affect students’ vocabulary learning and achievement-related emotions in social studies.\"},{\"question\":\"How was the study designed and what were the groups?\",\"answer\":\"It used a quasi-experimental design with a nonequivalent control group pretest-posttest. The experimental group learned vocabulary via three graphic organizer approaches, while the control group used C(2)QU to learn vocabulary from context.\"},{\"question\":\"What were the key findings?\",\"answer\":\"Students using graphic organizers outperformed the comparison group in general word recognition and in acquiring target word meanings meaningfully. Different organizer types also produced more positive achievement emotions such as enjoyment, hope, and pride than contextual learning.\"}]","The Power of Graphic Organizers: Effects on Students’ Word-Learning and Achievement Emotions in Social Studies - Article 3 | PDF",1792077717]