روانشناسی یادگیری
Shahram Vahedi; moosa piri
Abstract
The concept mapping as learning- teaching strategy has positive effects on cognitive and non-cognitive aspects of learning and it facilitates meaningful learning. The study examined the effect of concept-mapping on mathematical problem- solving performance and self-concept among 5th graders elementary ...
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The concept mapping as learning- teaching strategy has positive effects on cognitive and non-cognitive aspects of learning and it facilitates meaningful learning. The study examined the effect of concept-mapping on mathematical problem- solving performance and self-concept among 5th graders elementary school students. A pretest and posttest control-group quasi-experimental design was employed to evaluate the instructional effectiveness of this strategy. Thirty boys were randomly selected from two elementary schools located in Bostanabad District of Tabriz city, Iran was used as subjects for the study. One classroom of 15 fifth-grade students made up the experimental group, and 15 fifth-grade classrooms students comprised the control group. The experimental group was taught selected topics in math using concept-mapping strategies, while the control group was taught using the traditional lecture method. The Self-Description Questionnaires (SDQ) and mathematical performance test were used for data collection. Data have been analyzed by ANCOVA and T-test. The result of the study showed that the experimental group performed significantly better in mathematical problem solving than the control group. Also, the findings revealed that the concept mapping promotes students’ mathematics self-concept.
Seyyed Davoud Hoseini-Nasab; Mohammad Bardel; Nasrin Hosseinpour
Volume 11, Issue 38 , January 2016, , Pages 1-22
Abstract
A Comprative study of the effectiveness of the network presentation with linear presentation content lesson on Cognitive OutputsAbstractThe present study was implemented to comparative in effectiveness a network presentation and MindMapper software with linear presentation and PowerPoint software on ...
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A Comprative study of the effectiveness of the network presentation with linear presentation content lesson on Cognitive OutputsAbstractThe present study was implemented to comparative in effectiveness a network presentation and MindMapper software with linear presentation and PowerPoint software on the achievement of experimental sciences and cognitive outputs of learners. Research design used in this study is a semi-experimental with pretest and posttest by compared groups. The study subjects were 60 elementary school student’s sixth grade in boyish of Khoy who were chosen by available sampling method. An experimental sciences achievement test was used to measure the cognitive outputs. The results of Covariyance analyses showed that the use of the MindMapper software as a represent of the network presentation compared with the PowerPoint software as a representative of the linear manner information presentation has found a significance impact on the experimental sciences achievement (understanding and applied).
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.
