تأثیر روش‌های تدریس مبتنی بر نقشه مفهومی بر میزان یادگیری دانش‌آموزان پایه هفتم در درس کار و فن‌آوری
محورهای موضوعی : پژوهش در برنامه ریزی درسی
پرستو حسن پور
1
(کارشناس ارشد گروه علوم تربیتی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران.)
مصطفی شیخ زاده
2
(دانشیار گروه علوم تربیتی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران.)
کلید واژه: یادگیری کار و فن‌آوری, روش‌های سنتی, سطوح یادگیری, روش تدریس شبکة مفهومی,
چکیده مقاله :
این پژوهش با هدف بررسی تأثیر روش‌های تدریس مبتنی بر شبکة مفهومی (نقشه‌های مفهومی دانش‌آموز ساخته و معلم ساخته) نسبت به روش‌های سنتی بر میزان یادگیری دختران دانش‌آموز پایه هفتم ناحیه 2 ارومیه در درس کار و فن‌آوری در سال تحصیلی 95-94 انجام گردید. نمونه پژوهش شامل 75 نفر دانش‌آموز دختر کلاس هفتم هست که با همتاسازی به‌صورت تصادفی به سه گروه (دو گروه آزمایشی و گروه کنترل) تقسیم شدند. گروه‌های آزمایشی به مدت دو ماه با توجه بسته آموزشی مورد تعلیم قرار گرفت و در مورد هر سه گروه، پیش‌آزمون و پس‌آزمون اجرا گردید و داده‌ها جمع‌آوری شد. روش نمونه‌گیری به‌صورت در دسترس است. سنجش عملکرد دانش‌آموزان در سطوح مختلف یادگیری کار و فناوری با استفاده از آزمون پیشرفت تحصیلی تلفیقی استاندارد و محقق ساخته انجام گردید. اختلاف نمره پیش‌آزمون و پس‌آزمون با تحلیل کوواریانس موردبررسی قرار گرفت. نتایج تحقیق نشان می‌دهد که تدریس مبتنی بر نقشه‌های مفهومی نسبت به روش‌های سنتی بر یادگیری دانش‌آموزان در درس کار و فن‌آوری مؤثر است. نقشه‌های مفهومی دانش‌آموز ساخته نسبت به روش‌های سنتی بر یادگیری در سطوح پایین و بالای شناختی در درس کار و فن‌آوری مؤثر بودند و نقشه‌های مفهومی معلم ساخته نسبت به روش‌های سنتی بر یادگیری در سطوح پایین و بالای شناختی در درس کار و فن‌آوری مؤثر بودند.کاربست نقشه‌های مفهومی راه‌حل مناسب برای ایجاد کردن یادگیری معنی‌دار و پایدار است، که با ایجاد ارتباط‌های منطقی میان مفاهیم، سبب ماندگاری دانش فراگیران می‌شود.
The present study aims to investigate the Network Concept Methods (Based on Conceptual Maps) as compared to old Learning method on Female Students Learning in Work and Technology Course in Urmia. For this purpose a sample of 75 female students was drawn from I Grade students from a secondary school in Urmia city. Three groups of students each group comprising 25 students, two Experimental Groups and one Control Group. The groups were formed and were labelled as by random matching. All the three Groups were equated on average of last year. Method of sampling is Convenience sampling. Research tools include standard and self-made achievement test was conducted.The data collected were analyzed using ANOVA to arrive at the following conclusions: 1. Concept Method (Based on Conceptual Maps) as compared to old Learning method was above efficacious on Female Students Learning in Work and Technology Course. 2. In the lower levels of learning in Work and Technology Course, Significantly Conceptual Maps (drawed by teacher and drawed by students) was above efficacious on the learning as compared to Old Learning Method. 3.In the higher levels of learning in Work and Technology Course, Significantly Conceptual Maps (drawed by teacher and drawed by students) was above efficacious on the learning as compared to Old Learning method.
Adib, Joseph, Vosoughi, Ali Asghar (2009). Comparing the Effects on concept maps and traditional methods of learning social sciences college students, quarterly scanning, 1 and 2, 20-7. [Persian].
Ahmari Tehran, H; Abedini, Z; Kachuei, Ahmed; Khoramirad, Ashraf, Tibi, Maryam (2013). Comparison of two methods of lecture and concept mapping on learning and student satisfaction, Medical Education, 12 (6), 438-430. [Persian].
Ashouri, Jamal; Kajbaf, Mohammad bagher, Manshaei, Gholamreza the Taliban, Houshang (2015). effectiveness of Conceptual Map, cooperative learning and traditional teaching methods on the incentive to progress and academic achievement in biology course,jornal of knowledge and research in education-curriculum planning, 11 (14), 73-63. [Persian].Ashrafian, Mina (2015) . New methods of teaching. Teahran: Eshaq publication.
Chiu Chiung-Hui, Huang, Chun-Chieh & Chang, Wen-Tsung (2000). The evaluation and influence of interaction in network supported collaborative concept mapping.Computers & Education. 34, 17-25. [Persian].
Behnam far, Reza (2015). Applying the concept mapping strategy to improve the quality of teaching through lecture, Strides in Development of Medical Education 2015, Volume 11, Number 1; From page 129 to page 130. [Persian].
Coleman, E. B. (1998). Using explanatory knowledge during collaborative problem solving in science, Journal of the Learning Science, 7, 387-427.
Farrell,T.S.C. (2009). Critical Reflection in a TESL Course: Mapping Conceptual, ELT Journal, 63 (3), 221-229.
Freeman, F. A. (2004). The power and benefits of concept mapping: measuring use, usefulness, ease of use, and satisfaction. International Journal of Science Education,26,151- 169.
Ismaili, Mahdi and Drvandysh, Ahmad Reza (2013). Business and Technology, Journal of Education, 21, 51-47. [Persian].
بادیKardan Halvaee, Jila (2012). Effect of concept mapping on the academic achievement of high school physics students in second grade, lesson planning master's thesis, University of Tabriz.
Kinchin, I. M. (2014). Concept Mapping as a Learning Tool in Higher Education: A Critical Analysis of Recent Reviews. The Journal of Continuing Higher Education, 62, 39-49.Krajcik, J. (2011). Learning Progressions Provide Road Maps for the Development and Validity of Assessments and Curriculum Materials. Interdisciplinary Research and Perspectives, 9 (2), 155-158.
Liu, P. L. (2011). A Study on the Use of Computerized Concept Mapping to Assist ESL Learners' Writing. Computers & Education,57 (4), 2548-2558.
Mih, C. Mih, V. (2011). Conceptual Maps as Mediators of Self-Regulated Learning, Social and Behavioral Sciences, 29, 390 – 395.
Mirdrikvand, Firuz, Haji Hosseinnejad, Gholam Reza, Ali Askar, Majid, Adib, Manesh, Marzban (2016). Efficacy of active teaching on the academic performance of students in third grade science class Andimeshk city.: Winter 1394, Volume 12, Number 20 (47). [Persian].
Nejat, Nazi, Kuhestani, HR; Rezaei, Cyrus (2012). The effect of conceptual maps on approaches pf learningin Nursing Students, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, 17 (2), 31-22. [Persian].
Rezaei, Akbar Svadpour, Nasrin (2015). effectiveness of teacher-made concept maps and concept maps with the integration of multimedia in the course of vocational learning on the motivation and the performance of third grade female students in Zanjan city, Training and Evaluation (Education): Spring 1393, Volume 7, Number 25. [Persian].
Rihani, Ibrahim, Bakhsh Ali Zadeh, Shahrnaz, Ostadi, Maryam (2013). Effect of concept maps to understand mathematics students trigonometric functions, new educational approaches, 7 (2), 52-23. [Persian].
Saeedi, Ali, Saif Ali Akbar; Asadzadeh, H., E. consistency, S. (2013). A Study of the Effect of Studying through Conceptual Map on Reading Comprehension of Third Grade High School Students, Information technology and communications in Education, 3 (1), 143-131. [Persian].
Saif, Ali Akbar (2011). Educational psychology (psychology of learning and teaching), Tehran: Agah publication. [Persian].
Sarhangi, Forugh, Masumi, Masoumeh, Ebadi, Abas, Seyyed Motahari, Marjan (2011). Comparing the effect of lecture- and concept mapping based learning on cognitive learning levels, Journal of Critical Care Nursing, 3 (1), 2-1. [Persian].
Sun, Y. (2004). Methods for automated concept mapping between medical database, Journal of Biomedical Informatics, 37, 162-178.
Tseng, Y. H., Chang, C. Y., Rundgren, S. N., Rundgren, C. J. (2010). Mining Concept Maps from News Stories for Measuring Civic Scientific Literacy in Media. Computers & Education, 55 (1), 165-177.
Wena, M. L, Tsai, C, Linc, H & Chuang, S. (2004). Cognitive – metacognitive and content–technical aspect of constructivism internet-based learning environments: A LISREL analysis, Computer & Education, 43(3), 237-248.
Zbarjadyan, Zohreh, Nili, A. Mohammad reza. (2015). Comparing the Effects of using concept maps as an integration model based on constructivism on learning of third grade students Alborz Province, Journal of Educational Psychology, 8 (26), 104-83. [Persian].
_||_