A comparative study of the effectiveness of Concept Map and Classical Method on Achievement.

Document Type : Research Paper

Authors

1 Ph.D. Student Educational Psychology, Department of Education, Faculty of Education & Psychology, University of Tabriz, Tabriz, Iran.

2 Associate Professor, Department of Education, Faculty of Education& Psychology, University of Tabriz, Tabriz, Iran.

Abstract

The purpose of this research project was to determine the effects of incorporating concept mapping on the achievement of sixth grade students in science class. The study was conducted with 23 students on Elementary School in Khoy. The students were tested with teacher-constructed pre- and post-tests containing 20 multiple-choice questions. The pupils in the experimental and control groups were exposed to the same teaching techniques covering a unit on Force. They were given the same pretest after the initial lessons. However, after the pretest, the control group was given a traditional oral review of the material and the experimental group was exposed to the review by the use of Inspiration, which is computer based concept mapping tool. After these reviews, the students on both groups were given the posttest. Test scores were analyzed for any statistically significantly difference in the scores on the test. The results from present study indicate that concept mapping has a noticeable impact on student achievement in science classes.

Keywords

References

باردل، محمد و حسینی نسب،سید داود (1394). اثر بخشی ارائه شبکه ای در مقایسه با ارائه خطی بر پیشرفت تحصیلی علوم تجربی. فصلنامه روان­شناسی تربیتی. (4) 30: 93-75.
پاشا شریفی، حسن و شریفی، نسترن. (1391). اصول روان‌سنجی و روان آزمایی. چاپ اول، تهران، انتشارات رشد.
خامسان، احمد و برادران خاکسار، زهرا. (1390). مقایسه آموزش زبان با استفاده از نقشه مفهومی فردی و مشارکتی با شیوه سنتی، پژوهش‌های زبان‌شناختی در زبان‌های خارجی. (1) 1: 75-57.
رحمانی، آزاد،. فتحی آذر، اسکندر و محجل اقدم، علیرضا. (1383). تأثیر آموزش بر مبنای نقشه مفهومی در یادگیری نظری دانشجویان پرستاری، فصلنامه پرستاری ایران، (4)17: 46 -39.
رحمانی، آزاد،. محجل اقدم، علیرضا،. فتحی آذر، اسکندر و عبداله زاده محلانی، فرحناز. (1386). مقایسه تأثیر آموزش بر مبنای نقشه مفهومی با روش تلفیقی بر یادگیری درس فرایند پرستاری دانشجویان پرستاری، آموزش در علوم پزشکی، (1) 17: 49-41.
سرهنگی، فروغ،. معصومی، معصومه،. عبادی، عباس،. سید مظهری، مرجان و رحمانی، آزاد. (1389). تأثیر روش تدریس نقشه مفهومی بر مهارت‌های تفکر انتقادی دانشجویان پرستاری، مجله پرستاری مراقبت ویژه، (2)4: 148-143.
قنبری، عاطفه،، پاریاد، عزت و احسانی، مریم. (1388). تأثیر تدریس به روش نقشه مفهومی بر میزان یادگیری و یادداری یک درس در دانشجویان پرستاری دانشگاه علوم پزشکی گیلان. مجله مرکز مطالعات و توسعه آموزش پزشکی. (2) 7: 118-112.
مصرآبادی، جواد،. فتحی آذر، اسکندر و استوار، نگار. (1384). اثربخشی ارائه، ساخت فردی و ساخت گروهی نقشه مفهومی به‌عنوان یک راهبرد آموزشی، نوآوری‌های آموزشی، (4)13: 31-9.
مصرآبادی، جواد،. حسینی نسب، داوود،. فتحی آذر، اسکندر و مقدم، محمد. (1388). تأثیر ساخت و ارائه نقشه مفهومی و سبک یادگیری بر یادداری، درک و حل مسئله در زیست‌شناسی، مطالعات تربیتی و روانشناسی، (3)10: 162-141.
مصرآبادی، جواد و استوار، نگار. (1388). اثربخشی نقشه مفهومی بر پیشرفت تحصیلی دانش آموزان در دروس زیست‌شناسی، روانشناسی و فیزیک، اندیشه‌های نوین تربیتی، (1)5: 114-93.
مظلوم، موسی. (1391). استفاده بهینه از نرم‌افزار پاورپوینت در تدریس. نشریه علمی پژوهشی فناوری آموزشی. (3)6: 230-223.
 
Bardel, M., Hosseini Nasab, S. (2015). A Comprative Study of the Effectiveness of Network Presentation vs. linear Presentation of Course Content on Cognitive Outputs. Journal of Instruction and Evaluation, 8(30), 59-74. (Text in Persian).
Daley, B. Y., Shaw, C.R., Balistrieri, T., Glasenap. D., Piacentine, L. (1999). A Strategy to Teach and Evaluate Critical Thinking, Journal of Nuersing Education, 38(1):42- 47.
Francis, R. (2007). Demonstrating Scholarship and effectiveness of through the application of data collected from concept maps. Journal of University Teaching and Practice, 4(2): 64-71.
Irvin,n,g(1995). Can concept mapping be used to promote meaningful learning in nurse education? Journal of advanced niursing.21 (6): 1175-1179
Ghanbari A, Paryad E, Ehsani M. (2010). The Effectiveness of Conceptual Map Teaching Method on Short- and Long-Term Learning in Nursing Students, Strides Dev Med Educ. 7(2),60-75. (Text in Persian).
Jena.Ananta, Kumar. (2012). Does constructivist approach applicable through concept maps to    achieve meaningful learning in Science? Asia-Pacific Forum on Science Learning and Teaching, 13(1): 1-23.
Khamesan, A. (2008). Linguistic Bias of Concept Mapping: Is word order a mater? In A. Canas, J. D. Novak, P. Reiska, M. K. Ahlber (Eds), ConceptMapping: Connection educators   . The Proceeding of 3rd International Conference on Concep Mapping Estonia Finland.
Khamesan, A., Baradaran Khaksar, Z. (2011). Comparison Between Collaborative and Individual Concept Mapping with the Traditional Method in Teaching English. Foreign Language Research Journal, 1(1), 57-75. (Text in Persian).
Kinchin, I. M., Möllits, A., & Reiska, P. (2019). Uncovering Types of Knowledge in Concept Maps. Education Sciences, 9(2): 131-142.
Krishna, M. Surapaneni, B. & Aratekian, C. (2013). Concept Mapping Enhances Learning of Biochemistry, Journal of Nursing Education. 13(4): 163-178.
Mazloom, M. (2012). Optimum Usage of PowerPoint Software in Teaching. Technology of Education, 6(3), 223-230. (Text in Persian).
Mesrābādi, J., Fathi Azar, E., Ostovār, N. (2005). The efficacy of the provision of pre-planned, individual and cooperative methods of preparing concept maps as an instructional strategy. Educational Innovations, 4(3), 11-31. (Text in Persian).
Mesraabaadee, J., Ostovaar, N. (2009). Cocept mapping and its impact on students\' acheivement in Biology, Psychology, and Physics. The Journal of New Thoughts on Education, 5(1), 93-114. (Text in Persian).
Mesabadi,,J., Hoseini Nasab, D., Fathiazar, F., Moghadam,M. (2010). The Effectiveness of Concept Map Presenting and Constructing on retention, Understanding and Problem solving in the Biology, Studies in Education and Psychology, 10(3), 141. (Text in Persian).
Ortega-Tudela, J. M., Lechuga, M. T., & Gómez-Ariza, C. J. (2019). A specific benefit of retrieval-based concept mapping to enhance learning from texts. Instructional Science, 47(2): 239-255.
Paivio,A(1991). Bulding an organixed knowledge base, Concept mapping & achievement in secondary school physics. Journal of Research in Science Teaching. 27(1): 315-333.
Pashasharifi, H & Sharifi, N. (2012). Principles of Psychiatry and Psychiatry. Tehran: Roshd. (Text in Persian).
Rahmani, A. Fathi Azar, A. Mohajel Aghdam. (2005). Concept mapping and theorical learning of nursing students. IJN. 17 (40) ,39-46. (Text in Persian).
Rahmani A, Mohajjel Aghdam A, Fathi Azar E, Abdullahzadeh F. (2007). Comparing the Effects of Concept Mapping and Integration Method on Nursing Students' Learning in Nursing Process Course in Tabriz University of Medical Sciences. Iranian Journal of Medical Education. 7 (1) ,41-49. (Text in Persian).
Saeed, D. A., & Ali, S. A. (2019). The Effect of Using Concept Mapping Strategy on the Achievement of Eighth-Grade School Students in Biology Subject in Erbil City. Zanco Journal of Humanity Sciences, 23(5):127-147.
Sarhanghi F., Masouni M, Ebadi a., Seydmazhar M, Rahmani a. (2011). Effect of Concept Mapping Teaching Method on Critical Thinking Skills of Nursing Students. Iranian Journal Medical Science.  3; 3 (4) :145-150. (Text in Persian).

Files

Share

How to cite

Statistics