The Effectiveness of Concept Map Based Instruction on Concept Retention and Comperhension in Science and Social Lessons in the Elementry Sixth Grade

Subject Areas : Research in Curriculum Planning

moosa piri ¹ (Associate Professor Curriculum Development Department of Educational Sciences, Azarbaijan shahid madani university Tabriz.Iran)
javad mesrabadi ² (Professor educational Psychology Department of Educational ciences ,Azarbaijan shahid madani university . Tabriz.Ira)
hamzeh azizi ³ (M.A curriculum Development, Education secretary)

Received: 2016-02-22 Accepted : 2017-09-16 Published : 2018-02-20

Keywords: comprehension, retention, Concept map,

Abstract :

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.

References:

Bahreini Borujeni, Majid et al. (2014), "Investigating the degree of observing scientific principles in developing the content of the course "thought and research" (tar) in the sixth grade primary school". Quarterly Journal of Educational Innovations, 14(55), 22-36. [Persian]

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.

Delavar, Ali. (2013). "Theoretical and practical principles of research in the humanities and social sciences". Tehran: Roshd publications. [Persian]

Hatami , Javad; Abdollah Mirzaee, Rasool and Abasi, Javad, (2009), "Improving the Instructional Quality of the Chemistry Course by using conceptual maps". The Scientific Research Journal of Educational Technology, 3 (4), 281-296. [Persian]

 Horton,P.B., McConney,A.A., Gallo,M., Woods, A. L., Senn, G. L., & Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77(1), 95-111.

Mesrabadi, Javad and alilou, akbar. (2016). The Effectiveness of Conceptual Map on Retention and Understanding and Application of Science Concepts. Educational Psycholog, 12,151-171. [Persian]

Mesrabadi, Javad and Ostovar, Negar, (2009), "concept mapping and its impact on students' acheivement in biology, psychology, and physics" Quarterly Journal of New Thoughts on Education, 18, 93-114. [Persian]

 Mesrabadi, Javad; Fathi Azar, Eskandar and Ostovar, Negar, (2005), "The efficacy of the provision of pre-planned, individual and cooperative methods of preparing concept maps as an instructional strategy" Journal of Educational Innovations, 4(13), 11-33. [Persian]

 Novak, J. D. and Canas, A. J. (2008). The Theory Underlying Concept maps and How to Construct and Use Them. Technical Report IHMC Cmap Tools 2006-01 Rev01-2008, Florida Institute for Human and Machine Cognition.

Karen, M. H. (2006). The effect of cooperative learning, self-efficacy and perfectionism on womans and exercise practice for cardiovascular risk factors. University of South Alabama, college of Education.

Latifi, mohammad karim and bardideh, mohammad reza, (2003), "techniques and methods of teaching", Tehran, pub, Latifi. [Persian]

Liu P-L, Chen C- J, Chang Y-J. Effects of a computer assisted concept mapping learning strategy on EFL college students Englis reading comprehension. Comput Educ. 2010:54(2):436-45. DOIl 10. 1016/ j.compedu.2009.80.207

Saif, ali akbar. (20013) "Educational psychology(psychology of learning and instruction)". Tehran: Doran Publications. [Persian]

Saif, Diba,. (2011), "Constructing and validation study of the mathematics self-regulation

scale (MSRS) and investigating the relationship between MSRS components, intelligence, goal-orientation and academic achievement of students". Journal of Psychology, 15 (58), 198-217. [Persian]

 Sarhangi, Foroogh; Masoumy, Masoumeh; Seyyed Mazhari, Marjan; Rahmani, Azad and Raisifar, Afsaneh, (2010), " Effect of concept mapping teaching method on critical thinking skills of nursing students". Iranian Journal of Critical Care Nursing, 3 (4),143-148. [Persian]

16.Shabani, Hassan. (2012), "instructional and educational skills", Tehran, pub. Samt. [Persian]                        

Saylor, J. Galen, Alexander, William M. and Lewis, Arthur J. (2003)" Curriculum planning for better teaching and learning", Mashhad, pub, Astan Ghods Razavi. (original date of publication, 1980)

 Schaal, S. (2010). Enriching traditional biology lectures-digital concept maps and their influence on achievement and motivation. World Journal on Educational Technology, Vol: 2(1), 42-45.

 Sirotnik, K. A. (1981). What You See Is What You Get: Conshstency, Persistency and Mediocrity in Classrooms. Harvard Educational Review, No. 53: 16-31.

Yue, M., Zhang, M., Zhang, C. & Jin, C. (2017). The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta-analysis, Nurse Education Today, 52, 87–94.