Developing a Standard Learning Model with a Conceptual Map and Using the Network Process Analysis Method for Students

Subject Areas : Adolescent health

Zahra Royatvand Ghiyasvand ¹ , Valiollah Farzad ² , Bahram Saleh Sadeghpour ³ , Anita Baghdasariyans ⁴ , Alireza Karami Gazafi ⁵

1 - دانشگاه آزاد اسلامی واحد تهران مرکزی ، دانشکده روان‌شناسی و علوم تربیتی
2 - Associate Professor, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran. (Corresponding Author) Email: [e-mail] , tell: 09121304561
3 - Associate Professor as a Member of Educational Psychology, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran
4 - Assistant Professor Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran, [e-mail]
5 - Assistant Professor, Department of Chemistry education, Shahid Rajaee Teacher Training University, Tehran, Iran, [e-mail]

Received: 2023-06-14 Accepted : 2023-08-19 Published : 2025-03-24

Keywords: Conceptual map, Education, network process analysis method, Standard learning, the subject of chemical atom structure,

Abstract :

Abstract Introduction: Today, the use of new methods in the development of advanced educational methods has a special place, therefore, the present research was conducted with the aim of developing a standard learning model with a conceptual map and using the network process analysis method for students. Research method: The current research is based on a practical research goal and was conducted using the Delphi research method and the network process analysis method of multi-criteria decision-making methods. The statistical population includes experts, professors and professors specializing in chemistry education in the academic year 2020, of which 30 people were selected by targeted sampling. The tools used include in-depth and semi-structured interviews and researcher-made paired comparison questionnaires. Data were analyzed using Super Decisions software. Findings: The mathematical layer with a weighted average of 0.652, the physical layer 0.235, and the chemical layer 0.113 had the greatest effect, respectively. In each layer of physics, mathematics and chemistry, the results were significant and approved. Conclusion: According to the effect of prerequisites and concepts and their prioritization, a conceptual map of the subject of chemical atom structure can be prepared and also by using the network process analysis method, educational concepts can be ranked and used. In teaching and learning standards and reducing the amount of educational errors

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