تأثیر آموزش به کمک نقشة مفهومی بر پیشرفت تحصیلی درس زیست‌شناسی دانش‌آموزان سال سوم متوسطه استان کهگیلویه و بویراحمد
محورهای موضوعی : پژوهش در برنامه ریزی درسیمحسن تقی زاده 1 , اسکندر فتحی آذر 2 , مسلم آذر بخش 3
1 - دانشجوی دکتری رشتة مطالعات برنامه درسی، گروه علوم تربیتی، دانشکده علوم ترتبیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران.
2 - عضو هیئت‌علمی و استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی- دانشگاه تبریز، تبریز، ایران.
3 - دانش‌آموخته رشتة مطالعات برنامه درسی، دانشکده علوم تربیتی و روانشناسی-دانشگاه تبریز. تبریز، ایران.
کلید واژه: یادگیری معنی‌دار, نقشة مفهومی, یادگیری زیست‌شناسی,
چکیده مقاله :
این پژوهش با هدف تعیین تأثیر شیوة آموزش به کمک نقشة مفهومی بر میزان یادگیری درس زیست‌شناسی و به‌ویژه در راستای یادگیری معنی‌دار اجرا شد. برای این منظور از یک طرح نیمه‌آزمایشی با پیش‌آزمون و پس‌آزمون استفاده شد. جامعة آماری این پژوهش دانش آموزان سال سوم متوسطه علوم تجربی استان کهگیلویه و بویراحمد در سال 92-93 بود که دو کلاس به روش نمونه‌گیری هدفمند (که هر کلاس شامل 20 نفر بود) انتخاب شدند که در گروه کنترل فراگیران به شیوة مرسوم درس‌های مذکور را یاد می‌گرفتند و در گروه آزمایشی، مطالب درسی در قالب نقشه‌های مفهومی به دانش‌آموزان ارائه شد. تأثیر این کاربندی بر پیشرفت تحصیلی فراگیران در درس زیست‌شناسی از طریق آزمون‌های پیشرفت تحصیلی با شاخص‌های مقبول روایی و پایایی اندازه‌گیری شد. یافته‌های پژوهش حاضر نشان می‌دهد که آموزش نقشة مفهومی بر میزان پیشرفت تحصیلی درس زیست‌شناسی و همچنین یادگیری معنادار آن تأثیر مثبتی داشته است.
The purpose of this study was to determine the effect of educational method using a conceptual mapping on the amount of learning in the course of biology, especially in terms of meaningful learning. For this purpose, a quasi-experimental design with pre-test and post-test was used. The statistical population of this study was the third grade high school students of Kohgiluyeh and Boyerahmad Province in the year 2013-2014. Two classes were selected through purposeful sampling (each class included 20), in the control group, the students learned the lessons in the usual way, and in the experimental group the curriculum was presented in the form of conceptual maps to the students. The impact of this application on the learner's academic achievement in the biology course was measured through academic achievement tests with acceptable indicators of validity and reliability. The findings of the present study show that conceptual learning training has a positive effect on the degree of academic achievement of the biology course as well as its meaningful learning.
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