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LC Journal of Special Education

Abstract

Just as a secondary social studies class requires students to meet a demanding curriculum and have a good deal of background knowledge, so does a secondary science class. Since research supports the use of graphic organizers, the purpose of this study is to investigate the impact of graphic organizers on content–area learning for high school students in a resource room for biology class where the teacher uses effective teaching practices. The study will specifically focus on improving science vocabulary, comprehension, and storing and recalling information by enhancing science instruction.

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