Using Graphic Organizers and Virtual Field Trips for Exploring Rockets in the Classroom

 Using Graphic Organizers and Virtual Field Trips

(https://www.mindomo.com/mindmap/how-are-rockets-designed-and-tested-at-nasas-langley-research-center-cf9e12d7e4b74ca6ba9889bfa6cf5335)


I decided to use the virtual field trip model as part of our unit plan on rockets. I set the virtual field trip to NASA’s Langley Research Center with my class. The Mindomo graphic organizer was an important instructional tool to guide the student groups in exploring rocket design and the testing process. At the start of the virtual field trip, I introduced the central question: “How are rockets designed and tested at NASA Langley Research Center?” This essential question was placed at the heart of the graphic organizer to help students focus on the main objective of the trip. As we navigated through different sections and buildings within the research center, the organizer helped structure the learning by breaking down complex abstract concepts into more manageable subtopics. Each subtopic was then further divided into key concepts and ideas related to the subtopic. For instance, under the main sub-topic of the “Design Process,” we had three key concepts related to the design process. These were “Conceptualization,” “Material Selection,” and “Design”. This provided a clear pathway for students to follow.


Throughout the experience, the graphic organizer facilitated active learning and student engagement. By visually mapping out the details of rocket design and testing, students were able to see the connections between different stages of the process and understand how each part contributed to the overall objective. After each building exploration, we revisited the graphic organizer to review what we had learned. We discussed any new insights regarding the central question, a subtopic of a key concept we wanted to add or remove. This approach reinforced students’ understanding and encouraged them to critically review how theoretical knowledge is applied in real-world scenarios. The graphic organizer was used as an effective tool for reinforcing learning, reiterating key concepts, helping students understand the subtopics' interconnectivity and empowering them to take ownership of their learning experience by actively participating in the class discussions during the field trip. 


References

Mindomo (n.d.). Collaborative Mind Map Software. Retrieved December 17, 2024, from https://www.mindomo.com/

NASA (n.d.). NASA Langley Research Center Virtual Tours. Retrieved December 17, 2024, from https://oh.larc.nasa.gov/oh/

Comments

  1. Orpah BaileyDecember 26, 2024 at 7:26 PM

    This blog highlights an effective integration of a virtual field trip and graphic organizers to deepen learning. The use of the Mindomo graphic organizer to anchor the central question and break down complex topics like rocket design into subtopics such as "Conceptualization," "Material Selection," and "Design" provided structure and accessibility. Revisiting and refining the organizer after each trip segment reinforced learning, fostered critical thinking, and mirrored real-world scientific processes.

    Graphic organizers are powerful tools for improving comprehension and retention by visualizing and organizing information. Studies, such as Wang et al. (2021), show they enhance cognitive engagement, reduce cognitive load, and improve knowledge acquisition. Research by Colliot et al. (2022) also supports their role in strengthening metacognitive skills, planning, and evaluation, while Alzahrani (2023) highlights their benefits for reading comprehension, especially for students with learning challenges.

    To maximize their effectiveness, future enhancements could include interactive features like clickable sections, real-time collaboration, multimedia integration, scaffolding for complexity, and reflective prompts. These align with Cognitive Learning Theory by promoting active mental organization and meaningful learning.

    References

    Alzahrani, A. N. (2023). Reading comprehension intervention for students with autism spectrum disorder level 1 using the iPad graphic organizer app. Journal of Education and e-Learning Research, 10(2), 250–259. https://doi.org/10.20448/jeelr.v10i2.4590

    Colliot, T., Kiewra, K.A., Luo, L. et al. The effects of graphic organizer completeness and notetaking medium on computer-based learning. Educ Inf Technol 27, 2435–2456 (2022). https://doi.org/10.1007/s10639-021-10693-y Retrieved December 26, 2024

    Wang, X., Mayer, R. E., Zhou, P., & Lin, L. (2021). Benefits of interactive graphic organizers in online learning: Evidence for generative learning theory. Journal of Educational Psychology, 113(5), 1024–1037. https://doi.org/10.1037/edu0000606. Retrieved December 26, 2024

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