Abstracts - Earli

K 2331 August 2007 08:30 - 10:30Room: 1.60SymposiumTalking mind(s)-constructing map(s)Chair: Ely Kozminsky, Ben-Gurion University, IsraelOrganiser: Ely Kozminsky, Ben-Gurion University, IsraelOrganiser: Elaine Cockburn, University of Nottingham, United KingdomDiscussant: Erica de Vries, Pierre Mendes France University, FranceNumerous reviews and meta-analyses of research have established that maps, diagrams and otherforms of constructed or presented graphic organizers, are helpful in developing or understandingan argument, an exposition, or other types of written or spoken discourse (CaÔas et al., 2003;Horton et al., 1993; Moore & Readence, 1984; Nesbit & Adesope, 2006). What is remaining todiscuss is why. Initial explanations pointed out the similarity between internal semantic networksand their external maps layout. Later explanations point to the advantage of spatial perception(Winn, 1994), which facilitates inference processes (Larkin & Simon, 1987). The symposiumparticipants propose that these perceptual rules should be considered in instructing users in how toconstruct or "read" the diagrams. Similarly, standard forms that are assigned particular pragmaticroles and standardized spatial organization of nodes and links that is congruent with theirperceptual perception should also be considered. All those, I would like to propose, are qualities of"good" models: external representations that facilitate the production and interpretation ofexplanatory discourse. The external model is an object for explanation processes of an individual(self-explanation) or a group. A good model lubricates/facilitates the explanation process. Butwhat is a "good" model?Boxes and skeletons: scaffolding mind map construction for 7-9 year old children.Elaine Cockburn, University of Nottingham, United KingdomShaaron Ainsworth, University of Nottingham, United KingdomColin Harrison, University of Nottingham, United KingdomMind maps are a type of node and link diagram beginning with a central concept surrounded byhierarchical tree structures of related concepts. Various claims are made for the usefulness of suchdiagrammatic forms of text. Construction of such representations requires a number of interrelatedskills and this study aimed to analyse this repertoire to identify the necessary skills, together withstructural supports that could be offered to scaffold the process for young children. In two studieswith 7 to 9 year olds, the benefits of providing two different forms of structure were explored:boxes for keyword generation and blank templates for improved structure on mind maps. Resultsshowed that both these interventions were successful - text boxes had a beneficial effect on thenumber of keywords generated, while a mind map template aided the production of morestructured maps.Secondary notation in argumentative diagramsMarije van Amelsvoort, Tilburg University, NetherlandsWe present four studies on secondary notation in argumentative diagrams. Argumentativediagrams are diagrams that display arguments in boxes and relations between those boxes inarrows. They can be beneficial for argumentation-based learning, because they can give overview– 639 –