Gobert, J. D., & Clement, J. J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of casual and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36, 39-53. doi:10.1002/(SICI)1098-2736(199901)36:1<39::AID-TEA4>3.0.CO;2-I

has been cited by the following article:

• TITLE: External Representations in the Teaching and Learning of Introductory Chemistry

  AUTHORS: James R. Cox, Bethany W. Jones

  KEYWORDS: Visual Thinking, External Diagrams, Active Learning

  JOURNAL NAME: Creative Education, Vol.2 No.5, December 1, 2011

  ABSTRACT: This manuscript describes the role that external representations, such as diagrams and sketches, can play in organizing and learning concepts presented in a one-semester chemistry course (general, organic and biochemistry) designed for nursing students. Although external representations are typically found in chemistry textbooks and instructor-drawn notes, students are usually not taught or prompted to use various types of external representations to promote learning. Representations created by an instructor and a student are discussed to highlight effective ways to foster student participation in creating various diagrams. In addition, a student provides a perspective on the educational value of creating external representations and the roles of visual thinking and creativity in learning introductory chemistry. Although the model for this approach has been an introductory chemistry course, this approach can be widely applied across disciplines.