Document Type : Research Paper
Authors
1 PhD Candidate, Educational Technology, Allameh Tabataba'i University; email: zangeneh2009@gmail.com
2 MA, Educational Technology, Allameh Tabataba'i University; email: jafarihamideh2009edu@gmail.com
3 Associate Professor, Department of Education, Tarbiat Modarres University; email: fardan_h@modares.ac.ir
Abstract
Based on Wittrock’s generative learning theory (1974), generative model of learning emphasizes learners' active participation in the learning process by generating relationships and meanings. The present research addressed the question as to whether learners trained under generative model of learning had better performance in experimental sciences progress tests than the learners trained under conventional educational models. The hypothesis stated that learners trained under generative model of learning had better performance in experimental sciences progress tests than the learners trained under conventional educational models. The statistical population included all female guidance-school second-graders of Kelardasht. A statistical sample of two classrooms of 50 students was randomly selected through the process of cluster sampling, and 26 students were placed in the experimental group and 24 students in the control group. The results confirmed the research hypothesis.
Keywords
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