Hassan Zabet; Ali akbar Ajam; Parinaz Asadzade
Abstract
Concept maps are one of the teaching and learning strategies that bring meaningful learning to the learner by activating them. The research aim was to identify, explain and phenomenologically analyze teachers' lived experiences with using the conceptual map on instruction. The research approach was qualitative ...
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Concept maps are one of the teaching and learning strategies that bring meaningful learning to the learner by activating them. The research aim was to identify, explain and phenomenologically analyze teachers' lived experiences with using the conceptual map on instruction. The research approach was qualitative and phenomenological. The research population was the teachers in the second section of the elementary school in Birjand city, who participated in the research through a semi-structured interview through purposeful criterion-based sampling. The interviews were continued until the theoretical saturation was reached. Then, data was examined using the seven-step Claysey methodology. After removing similar items and formulating concepts, the results led to the extraction of 600 sub-concepts. The results were classified under four main categories and 12 subcategories. The main categories focus on four areas: 1) education, 2) learning, 3) design and program and 4) evaluation. Utilizing concept maps in teaching and emphasizing student-centeredness and using the capacity of groups and working groups can help learners in the growth and development of students' creativity and achieve sustainable and deep learning, and also increase the effectiveness of teachers' teaching
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.
