جستجوی مقالات مرتبط با کلیدواژه « concept maps » در نشریات گروه « علوم تربیتی »

The present study has examined the effectiveness of the concept maps teaching-learning strategy in teaching sixth grade elementary school students on the creative component Poldasht city.
This research was a quasi-experimental research and research design used in this study, was pretest and post-test with comparison group. The population in this research, including sixth grade students in the academic year 94-93 in Poldasht that their number are 703 (374 male students and 329 female students). Subjects have included the sixth grade elementary school students in 4 classes (2 classes boys and 2 classes girls). Of these, one of the classes as experimental girl schools and one secondary school classes, as the control group was selected. Also, one of classes of schoolboys as the experimental group and another second-boys school classes, as the control group was selected. To measure student math anxiety, Shokrani math anxiety questionnaire was used. Validity of the questionnaire, confirmed by three experts and internal reliability with Cronbach's alpha coefficient was 0.77. Analysis of the data was performed using SPSS 18 software. To analyze the data, descriptive and inferential statistical methods including UNIANCOVA, were used.
Results showed that the experimental and control groups in terms of creativity and components of fluency, originality and elaboration there is a significant difference. But flexible component not found significant differences between the experimental and control groups.
The results showed that the use of concept maps teaching-learning strategies in teaching science was effective to enhance creativity and increase fluid, innovation and the development components of creativity but flexible component, no effect. Also, flexibility in boys more than girls on average

This study was conducted with the aim of comparing the effectiveness of concept maps and speeches on students’ cognitive performance in the science classes. Cognitive performance was considered as retention, understanding and application of the learned concepts. For this purpose a quasi-experimental design was used along with a pre-test and a post-test. Four classes were selected through purposive sampling method (two classes as the experimental and two classes as the control participants). The control group participants experienced speech method for the lessons while the participants of the experimental group underwent concept maps for the identical materials. To measure the impacts of using concept maps and speeches on cognitive performance of students, an achievement test whose validity and reliability indices were attested was used to assess the participants’ three aspects of retention, understanding and application of concepts. In order to analyze the data multivariate analysis of covariance (MANCOVA) and a multivariate analysis of covariance (ANCOVA) techniques were employed. The results showed that utilizing concept maps has positively affected the students’ understanding and application of concepts. In general concept maps were shown to have beneficial instructional effects on the students’ cognitive performance.

Abstract: Evaluation of learners’ cognitive structure is a growing and important part of academic evaluation research. One of the most commonly used methods to measure cognitive structure is concept map-based tests. The purpose of this research is to design، implement، and validate the concept map-based tests in Persian textbooks. First، four types of concept map-based tests (free drawing، the leaded drawing، the free complete، the leaded complete) were presented. The tests were implemented among a sample of 221 students of secondary school students that participated in eight experimental classes in Tabriz، Iran. In the next step، the tests were validated these based on indexes of content validity، criterion validity، and differential validity and inter raters’ reliability. The qualitative findings indicated that the Persian textbooks include the potential for concept map-based tests. The findings also showed that these tests have a high content validity. The results of these tests have different values of correlation (average value of. 50) with multiple-choice tests (criterion validity). Furthermore، the tests detected a difference between high achievers students and low achievers ones (differential validity). According to the obtained results، the coefficients of scoring agreement in concept maps tests were high (inter raters’ reliability).