Comparing the effectiveness of the teaching method with concept map compared to the traditional method in teaching biology

The purpose of this research is to compare the effectiveness of the concept mapping teaching method with the lecture teaching method in biology education. The research used questionnaire and test methods to assess the level of learning. The statistical population in this study consisted of two groups, the control group and the experimental group, including 72 male students from two twelfth-grade experimental science classes in Tabriz. The lecture method was used for the first group, and the concept mapping teaching method was used for the second group. The effectiveness of these two methods in teaching the subject was evaluated through pre-test and post-test assessments. The data were analyzed using the SPSS statistical software. Based on the results, the performance of students in the post-test scores of the experimental group was better than that of the control group. Learning and retention following the concept mapping teaching method were significantly higher (p<0.05). According to the findings, teaching using the concept mapping method not only increased the level of learning and retention of students, but also helped in establishing connections between different concepts and organizing the logical flow of useful concepts. Therefore, this teaching method is recommended for educators in teaching.