اثربخشی آموزش مبتنی بر نقشة مفهومی بر یادداری و درک مفاهیم برنامه درسی علوم تجربی و مطالعات اجتماعی پایة ششم ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسیموسی پیری 1 , جواد مصرآبادی 2 , حمزه عزیزی 3
1 - دانشیار برنامه ریزی درسی گروه علوم تربیتی دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
2 - استاد روان شناسی تربیتی گروه علوم تربیتی دانشگاه شهید مدنی آذربایجان، تبریز،ایران
3 - کارشناسی ارشد برنامه ریزی درسی، دبیر آموزش‌وپرورش
کلید واژه: یادداری, نقشه مفهومی, درک مفاهیم,
چکیده مقاله :
هدف این پژوهش تعیین اثربخشی نقشه مفهومی بر یادداری و درک مفاهیم برنامه درسی علوم تجربی و مطالعات اجتماعی بود. روش پژوهش شبه آزمایشی بود که در اجرای آن از طرح پیش‌آزمون - پس‌آزمون با گروه کنترل استفاده شد. شرکت‌کنندگان پژوهش شامل 120 نفر (60 نفر گروه آزمایشی و 60 نفر گروه کنترل) از دانش‌آموزان پایه ششم ابتدایی شهر اشنویه در سال تحصیلی 94 -1393 بودند که به روش تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند و به شیوة گمارش تصادفی در هر یک از گروه‌های آزمایش و کنترل قرار گرفتند. آزمون درک مفاهیم و یادداری علوم تجربی و مطالعات اجتماعی توسط آزمودنی‌ها تکمیل شد. برای تهیه آزمون معتبر از روایی صوری و محتوایی و برآورد پایایی از روش دو نیمه کردن استفاده شد. تجزیه‌وتحلیل داده‌های پژوهش از طریق نرم‌افزار spss و با بهره‌گیری از آمار توصیفی (میانگین و انحراف معیار) و آمار استنباطی (آزمون تحلیل کوواریانس) انجام گرفت. آزمودنی‌های گروه آزمایش به مدت 10 جلسه آموزش به روش نقشه مفهومی را دریافت کردند. گروه کنترل نیز هم‌زمان به برنامه‌های عادی کلاسی خود ادامه می‌دادند. یافته‌های حاصل از تحلیل کوواریانس نشان داد نمره‌های گروه آزمایش در پس‌آزمون درک مفاهیم و یادداری علوم تجربی و مطالعات اجتماعی بالاتر از گروه کنترل است؛ بنابراین، آموزش به روش نقشه مفهومی به افزایش درک مفاهیم و یادداری دانش‌آموزان منجر می‌شود. پژوهش حاضر برای معلمان دوره ابتدایی به‌ویژه پایه ششم ابتدایی کاربردهایی دارد که می‌توانند از این راهبردها برای پیشرفت درس‌های علوم تجربی و مطالعات اجتماعی استفاده کنند.
The purpose of the present research was to investigate the effectiveness of concept map based instruction on concept retention and comprehension in science and social lessons in the elementary sixth grade. The research method was quasi-experimental with pretest-posttest design with experimental and control groups. The participants included 120 sixth-grade elementary students (60 people experimental group and 60 people control group) from Oshnavieh city in 1393-94 academic years. The subjects were selected by multistage cluster random sampling method and they were randomly assigned to each of the experimental and control groups. The science and social studies lessons comprehension and retention academic tests were completed by the subjects. To provide valid tool, Face and Content Validity was used and to ensure reliability the method of split half was used. Analysis of research data through spss software And using descriptive statistics (mean and standard deviation) and inferential statistics (covariance analysis test) was performed. The experimental group subjects received ten sessions of concept map based instruction while simultaneously the control group subjects was continuing their regular class program. The analysis of covariance (ANCOVA) showed that the treatment group's scores on the science and social studies’ comprehension and retention post-tests were higher than control group subjects. Therefore, it can be conclude the concept map based instruction increased students' comprehension and retention performance. The present research has some pedagogical applications for elementary school teachers- especially for those teaching for sixth grade- who can utilize these strategies for better achievement in science and social studies courses.
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