Heshmatollah Nazari; Saeed Sheikhi
Abstract
The purpose of this research was to investigate the effect of the concept mapping strategy on improving the learning experience in the high school biology course with accordance to the cognitive objectives of Bloom’s taxonomy in higher levels. The statistical population of this quasi-experimental ...
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The purpose of this research was to investigate the effect of the concept mapping strategy on improving the learning experience in the high school biology course with accordance to the cognitive objectives of Bloom’s taxonomy in higher levels. The statistical population of this quasi-experimental study was all the male senior high school students in Abadan during the 2015-2016 academic year. Twenty-two students in two separate classes were selected as statistical sample size using multi-stage cluster sampling method and were divided into an experimental and a control group. The instrument used in this research was biology test. In order to analyze the data, one-way covariance analysis was applied. The results indicated that the implementation of the concept mapping strategy is effective in enriching the learning experience of cognitive objectives as implied in Bloom’s taxonomy for higher levels in the course of biology(p<0.001). Therefore, as the concept mapping strategy improves the learning of multiple concepts, it is essential for educators and instructors to become accustomed to features and processes they are required to exert for learning and applying this effective strategy.
