فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه ریاضی ،دانشگاه علم و صنعت ایران،تهران،ایران

2 گروه ریاضی ،دانشگاه تربیت دبیر شهید رجایی،تهران،ایران

10.22061/tej.2014.11

چکیده

در رویکردهای جدید یاددهی-یادگیری بر یادگیری معنادار در مقابل با یادگیری طوطی­وار تأکید می­شود. پس ارزیابی و ارزش­یابی به عنوان جزئی تفکیک ­ناپذیر از فرایند آموزش نیز باید متناسب بارویکردهای جدید آموزشی تغییر کند. از جمله ابزارهای نوین برای ارزیابی و ارزش­یابی دانش مفهومی، نقشه مفهومی است. نقشه مفهومی نموداری شامل مفاهیم یا اصطلاحاتی است که درون دایره یا اشکال هندسی دیگر قرار می­گیرند و توسط خطوط و عبارات اتصالی تحت رابطه‌ای معنادار به هم وصل می­شوند. نقشه مفهومی ابزار مفیدی برای آموزش، طراحی برنامه آموزشی، ارزیابی و ارزش­یابی یادگیری است. در این تحقیق به کمک نقشه مفهومی، درک 25 دانشجوی سال سوم رشته دبیری ریاضی دانشگاه تربیت دبیر شهید رجائی از مفهوم حد مورد بررسی و ارزیابی قرار گرفت. پس از آشنایی دانشجویان با نقشه مفهومی در طی سه مرحله، دانشجویان به صورت انفرادی، گروهی و گروهی همراه با استفاده از نرم­افزار به رسم نقشه مفهومی "حد" پرداختند. یافته­های تحقیق نشان می­دهد که در هر مرحله نسبت به مرحله قبل بدفهمی‌ها و اشتباهات کاهش یافتند، ارتباط­های عرضی وطولی دقیق­تر، بیشتر و پیچیده­تر شدند. برخی از بدفهمی­های دانشجویان که از این طریق شناسایی شد عبارتند از: 1) تعریف حد در یک نقطه که بعضی از دانشجویان فکر می­کردند نقطه باید در دامنه تعریف تابع باشد. 2) بعضی از آنها حد را برای واگرایی دنباله­ها می­دانستند. 3) بیان نکردن تمام مجانب­ها به کمک حد. شناسایی این بدفهمی‌ها در دانشجویان با استفاده از ابزارهای مرسوم ارزش­یابی ممکن نبود. علاوه بر این، با استناد به استاندارد پیوند‌ها و اتصالات در آموزش، بیشتر شدن ارتباطات بیانگر درک مفهومی عمیق‌تر از مفهوم است. نتایج این تحقیق می‌تواند مبنایی برای تجدید نظر در شیوه‌های ارزش­یابی و ارتقا کیفیت طراحی‌های آموزشی باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

On the Conceptualization of the Concept Map Limit the Case of Mathematics Students

نویسندگان [English]

  • M. Hadian 1
  • M.J. Eslampour 1
  • E. Reyhani 2

1 Department of Mathematics, Iran University of Science and Technology, Tehran, Iran

2 Department of Mathematics, Shahid Rajaei Teacher Training University, Tehran, Iran

چکیده [English]

In new teaching-learning approaches, it is emphasized in meaningful learning versus rote learning .So assessment and evaluation as an inseparable part of the educational process should also be altered to suit the new educational approaches. One of the new tools for assessment and evaluation of conceptual knowledge is conceptual scheme. Conceptual scheme contains concepts or phrases that are set in a circle or other geometric shapes and lines connecting with the significant relationship together. Conceptual scheme is a useful tool for education, curriculum development, assessment and evaluation of learning. In this study, using the conceptual scheme, understanding of 25 third-year students who major in mathematics teacher in the Shahid Rajaee Teacher Training University was evaluated about limit concept. After familiarizing students with the conceptual scheme in three stages, students come with software to draw a conceptual scheme of “limit” individually and in groups. The findings show that misunderstanding and errors was reduced at each stage compared to a previous stage. Width and length relations get closer, more, and more complex respectively. Some misunderstanding of students that were identified in this way includes: (2) Definition of limit to a point where some students thought that the point should be in the function domain. (2)Some of them knew “limit’ ’for sequence divergence. (3)All asymptotic have not stated using the limit. Identify the misunderstanding of students using the traditional tools of evaluation was not possible. Moreover, according to the standard connections in learning, the relationship represents a deeper conceptual understanding of the concept when relations increase. The results can provide a basis for revision of assessment methods and improving the quality of educational designin.

کلیدواژه‌ها [English]

  • Structure Identification
  • Conceptual Scheme
  • Evaluation
  • Limit’s Concept and Mathematic Teachers

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