اثربخشی سازمان دهنده‌های‌تصویری بر دانش، درک و کاربرد مفاهیم علوم تجربی
محورهای موضوعی : روانشناسی تربیتیجواد مصرآبادی 1 , ابوالفضل فرید 2 , زهرا باغبانی 3
1 - استاد روانشناسی تربیتی دانشگاه شهید مدنی آذربایجان
2 - دانشیار روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان
3 - دانشجوی کارشناسیارشد روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان
کلید واژه: پیشرفت تحصیلی, آموزش علوم تجربی, سازمان‌دهنده‌های تصویری,
چکیده مقاله :
پژوهش حاضر با هدف اثربخشی استفاده از سازمان دهنده‌های‌تصویری بر دانش، درک و کاربرد مفاهیم علوم تجربی پایة ششم ابتدایی صورت گرفت. طرح پژوهشی مورد استفاده در این تحقیق یک طرح نیمه آزمایشی با پیش آزمون پس‌آزمون با گروه های مقایسه بود که اثربخشی آموزش مبتنی بر ارائه سازماندهنده های تصویری بر سه بازده شناختی دانش، درک، کاربرد بررسی شد. آزمودنی های این پژوهش 120 نفر از دانش آموزان پایه ششم ابتدایی شهرستان بناب بودند که به روش‌نمونه‌گیری خوشه‌ای چندمرحله ای و دارای روایی و پایایی، انتخاب شدند. میزان یادگیری آزمودنی ها قبل و بعد از ارائه سازمان دهنده های تصویری در گروه‌ها از آزمون پیشرفت تحصیلی معلم ساخته روا و پایا استفاده شد. نتایج تحلیل داده ها با استفاده از تحلیل کوواریانس چندمتغیری نشان داد که استفاده از سازمان دهنده های تصویری در حین تدریس و هنگام مرور و جمع بندی درس، تأثیر معنی داری بر افزایش یادگیری حیطه‌های شناختی فراگیران گذاشته است. یافته‌های این پژوهش تلویحات کاربردی استفاده از سازماندهنده های تصویری در فرایند تعلیم و تربیت را نشان می‌دهد
The purpose of this study was to evaluate the effectiveness of using visual organizers on the knowledge, understanding and application of the concepts of the sixth grade elementary experimental sciences. The research design used in this study was a quasi-experimental design with post-test pretest with comparison groups in which the effectiveness of training based on the presentation of visual organizers on the three cognitive efficiencies of knowledge, perception, and application was evaluated. The subjects of this study were 120 sixth grade elementary school students in Bonab city who were selected by multi-stage cluster sampling method with validity and reliability. The subjects' learning rate before and after presenting the visual organizers in the groups, the teacher-made academic achievement test was valid and reliable. The results of data analysis using multivariate analysis of covariance showed that the use of video organizers during teaching and when reviewing and summarizing lessons, has a significant effect on increasing the learning of learners' cognitive domains. The findings of this study show the practical implications of using video organizers in the education process.
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Abbaspour, G. (2015). The Effects of visual organizers in facilitating learning, recall, and comprehension, English to multimedia. M.Sc. Thesis, Kharazmi University, Tehran, Iran [In Persian].
Adcock, A. (2000). Effects of cognitive load on processing and performance, University of Memphis Instructional Media Lab.
Afrooz, G., Kalantari, F., & Nosrati, F. (2005). The Effect of pre-organizers on students' learning. Journal of Psychology and Educational Sciences, 1(2): 1-15 [In Persian].
Alice, J. C., & john, A, G. (2002). Advance organizer: Retrieval context hypotheses. Educational psychology, 24(1): 304-341.
Anjui, R. (1991). Effectiveness of a visual comparative advance organizer in teaching biology. Research in science and Technological Education, 2(5): 913-999.
Barton, M. L., Heidema, C., & Jordan, D. (2002). Teaching reading in math and science. Educational Leadership, 60(3): 24-29.
Bellanca, J. (2007). A Guide to graphic organizers: helping students organize and process content for deeper learning. Journal of Educational Psychology, 1(2): 5-28.
Ben, D. R. (2002). Enhancing comprehension through graphic organizers. the Master of Arts Degree in Reading Specialization Kean University.
Bobkina, J. (2012). Usage of multimedia visual aids in the English language classroom: A case Study at Margarita Salas Secondary School (Majadahonda), Journal of Psychology and Educational Sciences, 4(8): 81-86.
Bradshaw, A. C. (2003). Effects of presentation interference in learning with visuals. Journal of Visual Literacy, 23(1): 41-68.
Buchanan, E. (2015). Using graphic organizers to enhance student’s science vocabulary and comprehension. Southern University and Agricultural and Mechanical College.
Bulgren, J. A., Lenz, B. K., Schumaker, J. B., Deshler, D. D., & Marquis, J. G. (2002). The use and effectiveness of a comparison routine in diverse secondary content classrooms. Journal of Educational Psychology, 94(2): 356-371.
Chang, K., Sung, Y., & Chen, I. (2002). The effect of concept mapping to enhance text comprehension and summarization. Journal of Experimental Education, 71(1): 5-23.
Craik, F., & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal learning and Verbal Behavior, 11(4): 671-684.
Darch, C., & Eves, R. (1986). Visual displays to increase comprehension in high school learning disabled students. Journal of Special Education, 20(3): 309-318.
Dexter, D. (2010). Using graphic organizers to the content are amaterlal to students with learning disabilities. Ph. D. Philosophy, The Pennsylvania State University, The Graduate School, College of Education, Dexter, Douglas,
International Journal for Research in Learning Disabilities, 1(1): 79-105.
Drapeau, P. (1998). Great teaching with graphic organizers, New York, NY: Scholastic.
Ellis, E., Farmer, T., & Newman, J. (2005). Big ideas about teaching big ideas. Teaching Exceptional Children, 38(1): 34-40.
Elson, M, H., & Hergenahn, B, R. (2017). Introduction to Learning Theories, Eighth Edition, translated by Dr. Ali Akbarsif. (Date of publication in the original language, 2009), Doran Publications, Tehran, Iran [In Persian].
Faramarzian, S. (2000). The effect of pre-organizing and organizing curriculum on learning.M.Sc. Thesis, Shiraz University, Shiraz, Iran [In Persian].
Farris, P. J. (2001). Elementary and middle school social studies: an interdisciplinary Instructional approach. New York, NY: Mcgraw Hill Higher Education.
Fathi Azar, A. (2003). Teaching methods and techniques. Tabriz University Press, Tabriz, Iran [In Persian].
Fathi, R., & Mehdizadeh, H. (2013). The effect of visual pre-organizers on learning and retention of students' health knowledge. ICT Quarterly in Educational Sciences, 6(1): 129-113 [In Persian].
Fordham, N. W., Wellman, D., & Sandmann, A. (2002). Taming the text: Engaging and supporting students in social studies readings. Social Studies, 93(12): 149-159.
Gage, A. L., & Berliner, D., C. (1995). Educational Psychology. translated by Gholamreza Khoynejad et al., (Published in the original language, 1989), Page Publications, Mashhad, Iran [In Persian].
Gallavan, N. P., & Kottler, E. (2007). Eight types of graphic organizers for empowering social studies students and teachers. The Social Studies, 98(20): 117-128.
Guastello, E. F., Beasley, T. M., & Sinatra, R. C. (2000). Concept mapping effects on science content comprehension of low achieving inner city seventh graders. Remedial and Special Education, 20(6): 356-364.
Helay, V. C. (1989). The effects of advance organizer and prerequisite knowledge passages on the learning and retention of science concepts. Journal of Research in Science Teaching, 26(7): 627-64.
Kalantari, F. (2005). Investigating the Pre-Organizing Effect of Students' Learning. M.Sc. Thesis, University of Tehran, Tehran, Iran [In Persian].
Kang, S. H. (1997). The effects of using an advance organizer a student learning in a capture simulation environment. Journal of educational technology system, 25(5): 57-65.
Mayer, R. E. (1979). Can advance organizers influence meaning? Review of Educational research, 49(2): 371-383.
Mcknight, K. (2010). The teacher’s big book of graphic organizers, New York, United States.
Mesrabadi, J. (2007). The effects of concept map and learners' input characteristics on cognitive-emotional outcomes in learning biology. Ph. D. thesis, University of Tabriz, Iran [In Persian].
Mesrabadi, J., Hosseini Nasab, D., Fathi Azar, A., & Moghaddam, M. (2007). The effectiveness of teaching-learning concept map on cognitive-emotional outcomes in learning biology course. Journal of Psychology, University of Tabriz, 2(8): 132-109 [In Persian].
Naderi, N. (2010). Investigating the Pre-Organizing Effect on Learning and Memorizing the Geography Course of Social Education Textbook in Fifth Grade Elementary School Students in Paveh. M. Sc. Thesis, Allameh Tabatabai University, Tehran, Iran [In Persian].
Nyabwa, R., & Angithua, B. (2007). Effects of graphic organizer strategy during instruction on secondary school student's mathamatics achievement in kenya's nakuru district. International Journal of Science and Mathematics Education, 6(4): 439-457.
Ormrod, J. E. (2000). Demonstrating the concepts meaningful learning and elaboration. American Educational Research Association. International Journal of Science and Mathematics Education, 8(4): 539-557.
Pavio, A. (1986). Mental representations. New York: Oxford University Press.
Rinehart, S. D., & Burksodale, M. D. (1991). Effect of advance organizers on text recall by poor readers. Journal of reading writing and learning. Dipabiutios International, 7(5): 322-350.
Sadoski, M., Goetz, E. T., & Kangiser, S. (1988). Imagination in story response: relationships between imagery, affect, and structural importance. Reading Research Quarterly, 23(3): 320–336.
Seif, A. (2013). Modern Educational Psychology. (Seventh Edition), Doran Publications, Tehran, Iran [In Persian].
Shah Nemati, Zahra., & Fani, H. (2008). Comparison of the effect of pre-organizing model and lecture method in increasing retention and the extent of transfer and its relationship with the level of academic performance of fourth grade female students in Marvdasht. Educational Research Journal, Islamic Azad University, Bojnourd Branch, 4(16): 128 -107 [In Persian].
Strong, R. W., Silver, H. F., Perini, M. J., & Tuculescu, G. M. (2002). Reading for Academic Success: Differentiated Strategies for Struggling, Average, and Advanced Readers (Grades 2-6), university of California. dissertation abstracts international.
Wills, W. S. (2007). The effect of embedded prompts in graphic organizer instruction on student’s relational understanding of secondary content material. University of Alabama.
Winn, W., & Snyder, D. (1996). Cognitive perspectives in psychology research for educational communications and technology. New York: Simon and Schuster MacMillan, 9(3):115-122.
Zaini, S. H., Mokhtar, S. Z., & Nawawi, M. (2010). The Effect of Graphic Organizer on Students’ Learning in School. Malaysian Journal of Educational Technology, 10(1): 17-23
Zamani, H. (2000). Investigating the effects of systematic design of course materials on facilitating learning and reducing forgetfulness using pre-organizing model. M.Sc. Thesis, Farhangian University, Tehran, Iran [In Persian].
_||_Abbaspour, G. (2015). The Effects of visual organizers in facilitating learning, recall, and comprehension, English to multimedia. M.Sc. Thesis, Kharazmi University, Tehran, Iran [In Persian].
Adcock, A. (2000). Effects of cognitive load on processing and performance, University of Memphis Instructional Media Lab.
Afrooz, G., Kalantari, F., & Nosrati, F. (2005). The Effect of pre-organizers on students' learning. Journal of Psychology and Educational Sciences, 1(2): 1-15 [In Persian].
Alice, J. C., & john, A, G. (2002). Advance organizer: Retrieval context hypotheses. Educational psychology, 24(1): 304-341.
Anjui, R. (1991). Effectiveness of a visual comparative advance organizer in teaching biology. Research in science and Technological Education, 2(5): 913-999.
Barton, M. L., Heidema, C., & Jordan, D. (2002). Teaching reading in math and science. Educational Leadership, 60(3): 24-29.
Bellanca, J. (2007). A Guide to graphic organizers: helping students organize and process content for deeper learning. Journal of Educational Psychology, 1(2): 5-28.
Ben, D. R. (2002). Enhancing comprehension through graphic organizers. the Master of Arts Degree in Reading Specialization Kean University.
Bobkina, J. (2012). Usage of multimedia visual aids in the English language classroom: A case Study at Margarita Salas Secondary School (Majadahonda), Journal of Psychology and Educational Sciences, 4(8): 81-86.
Bradshaw, A. C. (2003). Effects of presentation interference in learning with visuals. Journal of Visual Literacy, 23(1): 41-68.
Buchanan, E. (2015). Using graphic organizers to enhance student’s science vocabulary and comprehension. Southern University and Agricultural and Mechanical College.
Bulgren, J. A., Lenz, B. K., Schumaker, J. B., Deshler, D. D., & Marquis, J. G. (2002). The use and effectiveness of a comparison routine in diverse secondary content classrooms. Journal of Educational Psychology, 94(2): 356-371.
Chang, K., Sung, Y., & Chen, I. (2002). The effect of concept mapping to enhance text comprehension and summarization. Journal of Experimental Education, 71(1): 5-23.
Craik, F., & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal learning and Verbal Behavior, 11(4): 671-684.
Darch, C., & Eves, R. (1986). Visual displays to increase comprehension in high school learning disabled students. Journal of Special Education, 20(3): 309-318.
Dexter, D. (2010). Using graphic organizers to the content are amaterlal to students with learning disabilities. Ph. D. Philosophy, The Pennsylvania State University, The Graduate School, College of Education, Dexter, Douglas,
International Journal for Research in Learning Disabilities, 1(1): 79-105.
Drapeau, P. (1998). Great teaching with graphic organizers, New York, NY: Scholastic.
Ellis, E., Farmer, T., & Newman, J. (2005). Big ideas about teaching big ideas. Teaching Exceptional Children, 38(1): 34-40.
Elson, M, H., & Hergenahn, B, R. (2017). Introduction to Learning Theories, Eighth Edition, translated by Dr. Ali Akbarsif. (Date of publication in the original language, 2009), Doran Publications, Tehran, Iran [In Persian].
Faramarzian, S. (2000). The effect of pre-organizing and organizing curriculum on learning.M.Sc. Thesis, Shiraz University, Shiraz, Iran [In Persian].
Farris, P. J. (2001). Elementary and middle school social studies: an interdisciplinary Instructional approach. New York, NY: Mcgraw Hill Higher Education.
Fathi Azar, A. (2003). Teaching methods and techniques. Tabriz University Press, Tabriz, Iran [In Persian].
Fathi, R., & Mehdizadeh, H. (2013). The effect of visual pre-organizers on learning and retention of students' health knowledge. ICT Quarterly in Educational Sciences, 6(1): 129-113 [In Persian].
Fordham, N. W., Wellman, D., & Sandmann, A. (2002). Taming the text: Engaging and supporting students in social studies readings. Social Studies, 93(12): 149-159.
Gage, A. L., & Berliner, D., C. (1995). Educational Psychology. translated by Gholamreza Khoynejad et al., (Published in the original language, 1989), Page Publications, Mashhad, Iran [In Persian].
Gallavan, N. P., & Kottler, E. (2007). Eight types of graphic organizers for empowering social studies students and teachers. The Social Studies, 98(20): 117-128.
Guastello, E. F., Beasley, T. M., & Sinatra, R. C. (2000). Concept mapping effects on science content comprehension of low achieving inner city seventh graders. Remedial and Special Education, 20(6): 356-364.
Helay, V. C. (1989). The effects of advance organizer and prerequisite knowledge passages on the learning and retention of science concepts. Journal of Research in Science Teaching, 26(7): 627-64.
Kalantari, F. (2005). Investigating the Pre-Organizing Effect of Students' Learning. M.Sc. Thesis, University of Tehran, Tehran, Iran [In Persian].
Kang, S. H. (1997). The effects of using an advance organizer a student learning in a capture simulation environment. Journal of educational technology system, 25(5): 57-65.
Mayer, R. E. (1979). Can advance organizers influence meaning? Review of Educational research, 49(2): 371-383.
Mcknight, K. (2010). The teacher’s big book of graphic organizers, New York, United States.
Mesrabadi, J. (2007). The effects of concept map and learners' input characteristics on cognitive-emotional outcomes in learning biology. Ph. D. thesis, University of Tabriz, Iran [In Persian].
Mesrabadi, J., Hosseini Nasab, D., Fathi Azar, A., & Moghaddam, M. (2007). The effectiveness of teaching-learning concept map on cognitive-emotional outcomes in learning biology course. Journal of Psychology, University of Tabriz, 2(8): 132-109 [In Persian].
Naderi, N. (2010). Investigating the Pre-Organizing Effect on Learning and Memorizing the Geography Course of Social Education Textbook in Fifth Grade Elementary School Students in Paveh. M. Sc. Thesis, Allameh Tabatabai University, Tehran, Iran [In Persian].
Nyabwa, R., & Angithua, B. (2007). Effects of graphic organizer strategy during instruction on secondary school student's mathamatics achievement in kenya's nakuru district. International Journal of Science and Mathematics Education, 6(4): 439-457.
Ormrod, J. E. (2000). Demonstrating the concepts meaningful learning and elaboration. American Educational Research Association. International Journal of Science and Mathematics Education, 8(4): 539-557.
Pavio, A. (1986). Mental representations. New York: Oxford University Press.
Rinehart, S. D., & Burksodale, M. D. (1991). Effect of advance organizers on text recall by poor readers. Journal of reading writing and learning. Dipabiutios International, 7(5): 322-350.
Sadoski, M., Goetz, E. T., & Kangiser, S. (1988). Imagination in story response: relationships between imagery, affect, and structural importance. Reading Research Quarterly, 23(3): 320–336.
Seif, A. (2013). Modern Educational Psychology. (Seventh Edition), Doran Publications, Tehran, Iran [In Persian].
Shah Nemati, Zahra., & Fani, H. (2008). Comparison of the effect of pre-organizing model and lecture method in increasing retention and the extent of transfer and its relationship with the level of academic performance of fourth grade female students in Marvdasht. Educational Research Journal, Islamic Azad University, Bojnourd Branch, 4(16): 128 -107 [In Persian].
Strong, R. W., Silver, H. F., Perini, M. J., & Tuculescu, G. M. (2002). Reading for Academic Success: Differentiated Strategies for Struggling, Average, and Advanced Readers (Grades 2-6), university of California. dissertation abstracts international.
Wills, W. S. (2007). The effect of embedded prompts in graphic organizer instruction on student’s relational understanding of secondary content material. University of Alabama.
Winn, W., & Snyder, D. (1996). Cognitive perspectives in psychology research for educational communications and technology. New York: Simon and Schuster MacMillan, 9(3):115-122.
Zaini, S. H., Mokhtar, S. Z., & Nawawi, M. (2010). The Effect of Graphic Organizer on Students’ Learning in School. Malaysian Journal of Educational Technology, 10(1): 17-23
Zamani, H. (2000). Investigating the effects of systematic design of course materials on facilitating learning and reducing forgetfulness using pre-organizing model. M.Sc. Thesis, Farhangian University, Tehran, Iran [In Persian].