In the context of distance learning, the main tasks of organizing the educational process between teachers and students were identified, and the issue of improving the quality of teaching was discussed. In the current educational sphere distance learning is a modern requirement and in its organization there is a need to prepare electronic materials, teaching technologies, didactic materials for distance learning, taking into account the advantages and disadvantages of distance learning. Thus, many skills in teaching and learning process were identified to be improved and enhanced, particularly, learners’ research skills needed to be considered. Consequently, reading and analysing many different pedagogical materials it was identified by teachers the main research question – “Is it possible to improve students ' research skills using graphic organizers in the context of distance learning?” in order to awaken and develop learners’ research skills.

Graphic organizers are "visual displays teachers use to organize information in a manner that makes the information easier to understand and learn" (Meyen, Vergason, & Whelan, 1996, p. 132). According to Kalmamatova (2020), graphic organizers have a great benefit in learning languages. Also Ayverdi et al. (2014) state that graphic organizers can also be helpful to provide learning of complex and problematic topics easily in science and technology lessons. Therefore, analyzing scientists works, it can be concluded that graphical representation of information contributes to the development of skills of working with text, the accumulation of games, the correct presentation of a physical phenomenon, the division of text into structural parts, the transformation of information as a second source (plan, algorithm, table, diagram, etc.), the reading of a formula from physics, its transformation, the transformation from visual type to word or vice versa. Thus, the purpose of the study was to identify the impact of graphic organizers to the development of learners’ research skills during the distance learning. The object of the study was learners of the 9th grades, since the above-mentioned subject teachers teach the given subjects to these particular grades.

As a research method, the qualitative analysis of the teaching and learning process in the action research form was chosen for the given study. The use of elements of a graphic organizer was chosen as a teaching and learning tool for this study. Hence, the first stage was started from developing a sequential lesson plan developed by the research team members together. The given stage considered various steps such as clear summarizing the lesson objectives, developing thoughts by showing the relationships between concepts in achieving the main learning objectives, continuously evaluating what exactly the lesson objectives would be achieved by, saying exactly what kind of assessment would be implemented, what actions would be available in order to get the realistic, the time framed, desirable results and instructions would be clear. Thus several specific organizers were selected to be used during the study depending on the lesson stages and the skills practiced at the lesson. They were: Hamburger, Mind map, T-chart, KWL, Fishbone, etc. Consequently for developing reading skills, it was clearly seen what the student learned from the physics textbook by reading and filling in tables via "Hamburger" organizer. At the same time, by looking at the" Mind map "scheme, the necessary terms were filled in, the use of "T-chart" scheme showed that the student clearly understood the material being learnt. Thus, these schemes were used as brainstorming techniques which contributed to the development of the learners’ research skills. The selected graphic organizers were used to link previous knowledge with new information, to visually summarize the presented text in skimming period at once. The advantage of the organizers were that the of students’activeness would be increased, served to stimulate the creativity, logic and reflection. It also would help to develop the dynamics of the group when it is presented as a group work. Some of graphic organizers such as KWL were applied at the assessment stage. The evaluation criteria were developed in advance and presented to the students, and together with their consent, one group evaluated the work of another group. It was better to provide for the development of criteria together with students, since the student would be able to study at that level and how he would be evaluated. When discussing the evaluation of individual works among them, the team members of the research analyzed and discussed the quality of the students’ results which were done through criteria.

Analyzing the results of qualitative data, there were some kinds of positive points identified from the study such as • increased interest and motivation of learners; • the new materials provided to the students encouraged and activated the students, as they were text from life; • the vocabulary of providing reliable information, presenting the main idea and conclusion was increased. However, there were some areas that needed to be improved during the lesson period. Weaknesses: • although some students understood new information, they could not show their main ideas; • there was a student who did not work among the group in the learning process; • there was a dependence of some students on their partner in the group. • there was a complete lack of feedback with all students due to a lack of time. To sum up the study, it was found out that graphic organizers developed students thinking skills based on working with texts, images, and descriptive materials. The pedagogical methods used in the learning process were successfully organized in their own way, the results obtained from the chain of research lessons were effectively completed in order to achieve the goal from simple to complex tasks and had a good impact on improving students' research and analytical skills. Cross-curricular link was perfectly demonstrated in the main sections of the lessons, where there was a connection between the subjects of mathematics, geometry and art. This was the culmination of the lesson and it was determined by the feedback received from students. In the context of distance learning, the use of graphic organizers is a facilitating approach aimed at developing students ' reading, writing, listening and pronunciation skills in the classroom, as well as research and analytical skills.

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