Elaheh Aminifar; Kobra Bahalu Hore
Volume 8, Issue 26 , January 2013, , Pages 36-45
Abstract
The present research was conducted to find out the Laplace transforms perception and their relationships in order to teach and assist students to learn in meaningful ways. Students majoring in Science and Engineering at Najafabad Islamic Azad University in academic year 2010–2011 constituted the ...
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The present research was conducted to find out the Laplace transforms perception and their relationships in order to teach and assist students to learn in meaningful ways. Students majoring in Science and Engineering at Najafabad Islamic Azad University in academic year 2010–2011 constituted the statistical population. A random sampling technique was then used to select 108 students to do the test. Based on Bloom’s taxonomy of learning, the goal-content table was prepared, and the questions were designed. Their validity was confirmed by three members of academic staff who had taught this course for several years. Reliability of test for internal consistency was also checked by Cronbach’s alpha (0.817). Then, the structural model of concepts was compiled. Data analysis showed that there was a meaningful and direct relationship between ‘knowledge of definitions and rules’ (p<0.05), ‘knowledge of reverse transform and concept of complementary theorem’ (p<0.05), and ‘knowledge of reverse transform and its applications’ (p<0.05). The results suggested that meaningful learning could be achieved by paying attention to the relation of these concepts and especially its applications because meaningful learning only takes place when learner can use learned concepts practically.
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.
