اثربخشی روش تدریس مبتنی بر نقشه‌های مفهومی بر ارتقاء باورهای هوشی و یادگیری خودتنظیم دانش‌آموزان
محورهای موضوعی : روانشناسی
یحیی صفری
1
,
فرانک موسوی
2
,
کیوان عزیزی
3
,
نسرین یوسف پور
4
,
اسلام محمدی گلینی
5
,
آمنه صفری
6
1 - دانشیار مطالعات برنامه‌ریزی درسی دانشکده پیراپزشکی، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران
2 - استادیار گروه مدیریت آموزشی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران
3 - دانشجوی دکترای زبان انگلیسی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام، ایران
4 - دستیار پژوهشی دانشکده پیراپزشکی، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران
5 - کارشناس ارشد ادبیات عرب، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران
6 - دستیار پژوهشی واحد مدیریت پژوهشی، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران
کلید واژه: دانش‌آموزان, باورهای هوشی, یادگیری خودتنظیم, نقشه‌های مفهومی,
چکیده مقاله :
پژوهش حاضر، با هدف تعیین میزان اثربخشی روش تدریس مبتنی بر نقشه‌های مفهومی بر ارتقاء باورهای هوشی و یادگیری خودتنظیم دانش‌آموزان انجام گرفته است. مطالعه به روش شبه تجربی انجام شد. جامعه آماری پژوهش، شامل دانش‌آموزان پسر سال سوم دوره متوسطه اول شهرستان سرپل ذهاب در سال 1395 بود. به روش نمونه‌گیری تصادفی خوشهای چندمرحلهای، 56 نفر در دو گروه آزمایش و کنترل به عنوان نمونه انتخاب شدند. برای گردآوری دادهها از دو پرسشنامه استاندارد مقیاس باورهای هوشی و پرسشنامه یادگیری خودتنظیم استفاده شد. دادهها با استفاده از آزمون تحلیل واریانس چندمتغیره و آزمون کوواریانس مورد تحلیل قرار گرفت. یافتهها نشان داد که بین گروه آزمایش و کنترل در پس‌آزمون، تفاوت معنی‌داری یافت شد. همچنین، بین گروهها از لحاظ خرده مقیاس‌های باورهای هوشی ذاتی و باورهای هوشی افزایشی، راهبرد شناختی و مدیریت منابع تفاوت معنی‌دار یافت شد. ولی، این تفاوت‌ها در خرده مقیاس‌های راهبرد فراشناختی معنی‌دار نبود. به نظر میرسد، استفاده از روش تدریس مبتنی بر نقشه‌های مفهومی، به خوبی توانسته است، باورهای هوشی و یادگیری خودتنظیم دانش‌آموزان را ارتقاء دهد. با توجه به نتایج این مطالعه به منظور ارتقاء باورهای هوشی و یادگیری خودتنظیم، استفاده از روش نقشه مفهومی پیشنهاد می‌شود.
The present study was aimed to determining the effectiveness of conceptual mapping teaching methods on promoting intellectual believes and self-regulatory learning of students. The method of study was semi experimental. The statistical population was all of male high school students in grade one in Sarpol-e-Zahab city in 2016. 56 students were selected by multi stage cluster random sampling and assigned in to two experimental and control group. The tools of data collecting were two standard questionnaires: intelligence beliefs and self-regulation learning. The Data were analyzed using multivariate analysis of variance (MANCOVA) and covariance (ANCOVA) test. The results showed that there is a significant difference between experimental and control groups in posttest. Also there was a significant difference between experimental and control groups regard to subscale: incremental and innate intelligence, cognitive strategies, management of resources. But related to subscales of metacognitive strategies, there was no significant differences. It seems that the use of conceptual mapping teaching method has been able to promote intelligence beliefs and student self-regulation learning. According to result of this study to promoting intelligence beliefs' and self-regulation learning, use of concept mapping method is suggested.
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Abedini, Y., Bagherian, R., & Kadkhodaie, S. (2010). The relation among motivational beliefs, cognitive and metacognitive strategies and academic achievement, testing of alternative models. Advances in Cognitive Science, 12(3), 117-128. (in Persian).
Aronson, J., Fried, C. B., & Good, C .(2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Experimental Social Psychology, 38, 113-125.
Arsal, Z. (2010). The effects of diaries on self-regulation strategies of preservice science teachers. International Journal of Environmental, Science Education, 5(1), 85-103.
August-Brady, M. M. (2005). The effect of a metacognitive intervention on approach to and self-regulation of learning in baccalaueate nursing students. J Nurs Educ, 44(7), 297-304.
Beissner, K. L. (1992). Use of concept mapping to improve problem solving. Physical Therapy Education, 6(1), 22-27.
Chiou, C. C. (2008). The effect of concept mapping on students’ learning achievements and interests. Innovations in Education and Teaching International, 45(4), 375-387.
Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and selfefficacy in students of English as a second language. Contemp Educ Psychol, 29, 248-263.
Deci, E. L., & Ryan, R. M. (2008). Self- determination theory, a macro theory ofhuman motivation, development and health. Canadian Psychology, 49(3), 182-185.
Dupeyrat, C., & Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement, test of deck's model with returning to school adults. Contemporary Educational Psychology, 30, 43-59.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Dweck, C. S. (2000). Self-theories, their role in motivation, personality and Development. New York, Psychology Press.
Falah Kafshgery, R., & Haydari, S. (2015). Comparing auto- regulatory skills of in intelligent and traditional high school students of Mazandaran Provinces. Information and Communication Technology in Educational Sciences, 3(1), 63-84. (in Persian).
Gazidari, E., Gholamali Lavasani, M., & Masoud Ejei, J. (2015). The relationship between academic identity and self-regulation learning strategies with academic procrastinate students. Psychology, 19, 346-362.
Horton, P. B., & McConny, A. (1993). An investigation of the effectiveness of concept mapping as an instructional. Science Education, 77(1), 95-111.
Huber, F. E. (2001). Effects of concept mapping on learning anatomy and transfer of anatomy knowledge to kinesiology in health sciences students. Doctoral Dissertation, West University.
Karami, M., & Ataran, M. (2014) .Promoting student-teachers’ learning through teaching approaches based on concept map from the viewpoint of individuals and groups. Teacher Professional Development, 67, 74-89. (in Persian).
Khani, M., & Bagheri, S., & Daneshyar, L. (2013). The relationship is self-learning strategies with a score of high school physics students. Scientific Association of Physics Teachers education Iran, from 12 to 15 September 2013, university educators. (in Persian).
Krajcik, J. (2011). Learning progressions provide road maps for the development and validity of assessments and curriculum materials. Interdisciplinary and Perspectives, 9(2), 155-158.
Lee, J. K. (2008). The effects of self-regulated learning strategies and system satisfaction regarding learner’s performance. Information and Management, 40, 133-146.
Markow, P. G., & Lonning, R. A. (1998). Usefulness of concept maps in college chemistry laboratories: Students' perceptions and effects on achievement. Journal of Research in Science Teaching, 35(9), 1015-1029.
McGeown, S. P., Putwain, D., Simpson, E. G., Boffey, E., Markham, L., &Vince, A. (2014). Predictors of adolescents academic motivation: Personality, self-efficacy and adolescents characteristics. Learning and Individual Differences, 32, 278-286.
Mesrabadi, G., & Ostovar, N. (2010). Cocept mapping and its impact on students' acheivement in biology, psychology and physics. New Thoughts on Education, 84, 36-47. (in Persian).
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Nejat, N., Kouhestani, H., & Rezaei, K. (2011). Effect of concept mapping on approach to learning among nursing students. Hayat, 17(2), 22-31. (in Persian).
Novak, J. D. (2006). Meaningful learning, the essential factor for conceptual change in limited or appropriate propositional hierarchies leading to empowerment learners. Science Education, 86(4), 548-571.
Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Educational Psychology, 82, 33-40.
Pintrich, P., & DeGroot, E. (2004). A conceptual framework forassessing motivation and self regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1, 313-336.
Rytkonen, K., Aunola, K., & Nurmi, J. (2005). Parents’ causal attributions concerning their children’s school achievement, longitudinal study. Merrill–Palmer Quarterly, 51, 494-523.
Saeedi, A., Seif, A., Asadzadeh, A., & EbrahimiQava, F. (2013). Comparing effectiveness of methods of presentation and providing concept maps on reading comprehension. School Psychology, 2(3), 180-188. (in Persian).
Safari, Y., & Meskini, H. (2016). The effect of metacognitive instruction on problem solving skills in Iranian students of health sciences. Global Journal of Health Science, 8(1), 150-156.
Schunk, D. H. (1998). Goal and self-evaluative influences during childrens cognitive skill learning. American Educational Research Journal, 33, 359-382.
Weinstein, C. E., & Hume, L. M. (1998). Study strategies for life long learning. Washington, DC, American Psychological Association.
Yukselturk, E., & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology and Society, 10(2), 71-83.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self regulated learning, relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 80, 51-59.
_||_Abdel Fattah, S. M., & Yates, G. C. R. (2006). Implicit theory of intelligence scale: Testing for factorial invariance and mean structure. Paper Presented at the Australian Association for Research on Education Conference, Adelaide, South Australia.
Abedini, Y., Bagherian, R., & Kadkhodaie, S. (2010). The relation among motivational beliefs, cognitive and metacognitive strategies and academic achievement, testing of alternative models. Advances in Cognitive Science, 12(3), 117-128. (in Persian).
Aronson, J., Fried, C. B., & Good, C .(2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Experimental Social Psychology, 38, 113-125.
Arsal, Z. (2010). The effects of diaries on self-regulation strategies of preservice science teachers. International Journal of Environmental, Science Education, 5(1), 85-103.
August-Brady, M. M. (2005). The effect of a metacognitive intervention on approach to and self-regulation of learning in baccalaueate nursing students. J Nurs Educ, 44(7), 297-304.
Beissner, K. L. (1992). Use of concept mapping to improve problem solving. Physical Therapy Education, 6(1), 22-27.
Chiou, C. C. (2008). The effect of concept mapping on students’ learning achievements and interests. Innovations in Education and Teaching International, 45(4), 375-387.
Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, and selfefficacy in students of English as a second language. Contemp Educ Psychol, 29, 248-263.
Deci, E. L., & Ryan, R. M. (2008). Self- determination theory, a macro theory ofhuman motivation, development and health. Canadian Psychology, 49(3), 182-185.
Dupeyrat, C., & Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement, test of deck's model with returning to school adults. Contemporary Educational Psychology, 30, 43-59.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Dweck, C. S. (2000). Self-theories, their role in motivation, personality and Development. New York, Psychology Press.
Falah Kafshgery, R., & Haydari, S. (2015). Comparing auto- regulatory skills of in intelligent and traditional high school students of Mazandaran Provinces. Information and Communication Technology in Educational Sciences, 3(1), 63-84. (in Persian).
Gazidari, E., Gholamali Lavasani, M., & Masoud Ejei, J. (2015). The relationship between academic identity and self-regulation learning strategies with academic procrastinate students. Psychology, 19, 346-362.
Horton, P. B., & McConny, A. (1993). An investigation of the effectiveness of concept mapping as an instructional. Science Education, 77(1), 95-111.
Huber, F. E. (2001). Effects of concept mapping on learning anatomy and transfer of anatomy knowledge to kinesiology in health sciences students. Doctoral Dissertation, West University.
Karami, M., & Ataran, M. (2014) .Promoting student-teachers’ learning through teaching approaches based on concept map from the viewpoint of individuals and groups. Teacher Professional Development, 67, 74-89. (in Persian).
Khani, M., & Bagheri, S., & Daneshyar, L. (2013). The relationship is self-learning strategies with a score of high school physics students. Scientific Association of Physics Teachers education Iran, from 12 to 15 September 2013, university educators. (in Persian).
Krajcik, J. (2011). Learning progressions provide road maps for the development and validity of assessments and curriculum materials. Interdisciplinary and Perspectives, 9(2), 155-158.
Lee, J. K. (2008). The effects of self-regulated learning strategies and system satisfaction regarding learner’s performance. Information and Management, 40, 133-146.
Markow, P. G., & Lonning, R. A. (1998). Usefulness of concept maps in college chemistry laboratories: Students' perceptions and effects on achievement. Journal of Research in Science Teaching, 35(9), 1015-1029.
McGeown, S. P., Putwain, D., Simpson, E. G., Boffey, E., Markham, L., &Vince, A. (2014). Predictors of adolescents academic motivation: Personality, self-efficacy and adolescents characteristics. Learning and Individual Differences, 32, 278-286.
Mesrabadi, G., & Ostovar, N. (2010). Cocept mapping and its impact on students' acheivement in biology, psychology and physics. New Thoughts on Education, 84, 36-47. (in Persian).
Mozafari, M., & Safari, Y., Abasifard, Z., & Safari, M. (2016). Assessing dimension of meat coknivit Skill and its realantion shio with in high school students. Acta Medica Mediterranea, 32, 463.
Nejat, N., Kouhestani, H., & Rezaei, K. (2011). Effect of concept mapping on approach to learning among nursing students. Hayat, 17(2), 22-31. (in Persian).
Novak, J. D. (2006). Meaningful learning, the essential factor for conceptual change in limited or appropriate propositional hierarchies leading to empowerment learners. Science Education, 86(4), 548-571.
Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Educational Psychology, 82, 33-40.
Pintrich, P., & DeGroot, E. (2004). A conceptual framework forassessing motivation and self regulated learning in college students. Educational Psychology Review, 16(4), 385-407.
Robins, R. W., & Pals, J. L. (2002). Implicit self-theories in the academic domain: Implications for goal orientation, attributions, affect, and self-esteem change. Self and Identity, 1, 313-336.
Rytkonen, K., Aunola, K., & Nurmi, J. (2005). Parents’ causal attributions concerning their children’s school achievement, longitudinal study. Merrill–Palmer Quarterly, 51, 494-523.
Saeedi, A., Seif, A., Asadzadeh, A., & EbrahimiQava, F. (2013). Comparing effectiveness of methods of presentation and providing concept maps on reading comprehension. School Psychology, 2(3), 180-188. (in Persian).
Safari, Y., & Meskini, H. (2016). The effect of metacognitive instruction on problem solving skills in Iranian students of health sciences. Global Journal of Health Science, 8(1), 150-156.
Schunk, D. H. (1998). Goal and self-evaluative influences during childrens cognitive skill learning. American Educational Research Journal, 33, 359-382.
Weinstein, C. E., & Hume, L. M. (1998). Study strategies for life long learning. Washington, DC, American Psychological Association.
Yukselturk, E., & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology and Society, 10(2), 71-83.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self regulated learning, relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 80, 51-59.