جستجوی مقالات مرتبط با کلیدواژه "conceptual map" در نشریات گروه "روانشناسی"

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.

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.

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.

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

The present study aimed at comparing the effectiveness of note-taking, punctuation, annotation, and conceptual map on comprehension and learning speed of high school second grade females. The research plan was experimental and pretest-posttest with control group. The statistical population included all high school second grade females in experimental sciences at the morning shift in Tehran in the academic year 2015-2016. A number of 60 students were selected by convenience sampling and each one was randomly assigned in different experimental and control groups. For data collection, the experimental texts, a researcher-made comprehension questionnaire, and timer were used. SPSS16 software and multivariate analysis of variance analysis were used for data analysis. The findings indicated a significant difference between the means of experimental and control groups in terms of learning speed (P<0.05). However, there was no significant difference between the learning speed of experimental groups (note-taking, punctuation, annotation, and conceptual map (P>0/05). A significant difference was found between the note-taking group and the control group in terms of comprehension while there was no significant difference between the punctuation group, annotation group, conceptual map, and control group. Using the learning strategies increases the learning speed and note-taking enhances the comprehension among the students.

This study aims to determine effectiveness of group conceptual mapping on cognitive - emotional indicators of chemistry courses. Participants include 147 first grade high school female students and the intended educational content is chemistry. The research project is designed based on a quasi-experimental plan along with post-test and comparison group. Participants are selected using single-stage cluster sampling and specified to the test group (60 individuals) and control group (87 individuals) randomly. In test group, group conceptual maps were drawn by participants after teaching, while in control group participants were learning the same contents with common methods. Cognitive and emotional indicators of the study were evaluated by a researcher designed test and self-effectiveness questionnaire (Morris, 2001), respectively. Results of the study show conceptual group mapping has positive effect on cognitive indicators of learners on chemistry courses, however, other parts of the findings indicate conceptual group mapping can only meaningfully influence educational self-effectiveness as one of the elements of emotional indicators, and has no meaningful effect on other elements (social and emotional) of self-effectiveness.

One of the teaching - learning strategies that facilitates meaningful learning among students and represents the hierarchically relationships among students matters is the conceptual map. The present research is prepared on studious findings, and in this research investigated the degree of proficiency of using the conceptual map in remembrance, comprehension and application of the concepts of the experimental sciences. For this, a Semi-empirical plan with a pretest and posttest was used. The population is the sixth grade Khoy male students in the academic year 2013-2014. Four classes selected in purposeful sample way (2 classes for experiment, 2 classes for control group), the material which presented for control group was presented with common ways and for experiment group the material was presented with the conceptual map. For measuring the effect of the use of the conceptual map on achievement tests with the accepted validity and reliability criteria were used. For data analysis, multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used. The findings of this research in comparison to the common ways represents that the education which consists of the conceptual map had a positive effect on the students grades in comprehension and application, but it was not effective in remembrance. In sum, the use of the conceptual map had a positive result on student’s achievement in the experimental sciences.

The purpose of this study was to compare and determine the effectiveness of conceptual map teaching and lecturing methods on the achievement of socio-economic skill courses in students with intellectual disability. 30 subjects selected randomly from 3rd grade intellectual disabled students in Tabriz and academic achievement in socio-economic skill courses of them were assessed by teacher-made test. Then subjects wereassigned in two groups equally. Experimental group participated into 8 sessions and were trained by conceptual map teaching method and control group by lecturing method. Posttest administrated on all subjects after treatment sessions. To measure memorization of experimental group, one month later they assessed by teachermade and performance tests. The data were analyzed by analysis of covariance. Results showed that the effect of conceptual map teaching method on academic achievement and memorization is significant (p<0.01) in comparison to lecturing method. Regarding to positive effects of conceptual map teaching method on meaningful learning, it can be used for training individuals with intellectual disability who require a deep learning to understand the content.