Comparison of the Effectiveness of the Conceptual Mapping Method with the Method of Speaking in Biology Lesson Learning

The purpose of this study is to investigate the method of teaching concept map as a new strategy in teaching-learning biology course. The method used in this research is quasi-experimental (independent two-group design). A documentary method has been used to collect the theoretical foundations and research literature, and a questionnaire (researcher-made written exam) has been used to evaluate research hypotheses and assess the amount of learning. The statistical population of this study includes all male students of the third year of experimental sciences in Kerman in the academic year 2017-2018, in the number of 385 people. By cluster sampling, the sample size was selected and divided into control and experimental groups. Lectures were used for the control group and teaching methods were used for the experimental group using researcher-made concept maps. In order to analyze the data in this research, statistical methods and SPSS software have been used. The results showed that there is a significant difference between the control and experimental groups in academic achievement. Also, in two subscales, namely low levels and high levels of Bloom, the students in the experimental group showed a noticeable and better progress. It seems that Biology teachers use this method to achieve deep and fast learning as well as achieving higher levels of cognition and abstract thinking in students.