Zohreh Zebarjadian; Mohammad Reza Nili Ahmadabadi
Volume 8, Issue 26 , January 2013, , Pages 84-106
Abstract
In a quasi-experimental study with two groups of pre-test and post-test design, 45 elementary third-graders of Karaj were selected through convenient sampling method and randomly divided into two experiment and control groups. After pre-test, control and experiment groups received education using integration ...
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In a quasi-experimental study with two groups of pre-test and post-test design, 45 elementary third-graders of Karaj were selected through convenient sampling method and randomly divided into two experiment and control groups. After pre-test, control and experiment groups received education using integration method and concept mapping, respectively for 12 sessions during 3 months. Then, they took the post-test. Data were gathered using an achievement test which consisted of two parts and which evaluated students’ knowledge and meaningful learning in science. The results were analyzed using independent and paired t-tests by SPSS software. Both educational strategies were useful in enhancing students’ knowledge while meaningful learning had a significant difference between the two groups. Considering the impact of concept mapping method on students’ meaningful learning, it is recommended to employ this method in teaching courses which require deep learning and high level of understanding of the content.
