Electronic learning- virtual
H. Mehdizadeh; M. Eslampanah; D. Payab
Abstract
Abstract: this study is carried out to investigate the effect of application of computer-assisted concept mapping on high school students’ immediate and long-term geology learning compared to conventional (Paper & pen) method. “pretest-post-test” semi experimental design with control ...
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Abstract: this study is carried out to investigate the effect of application of computer-assisted concept mapping on high school students’ immediate and long-term geology learning compared to conventional (Paper & pen) method. “pretest-post-test” semi experimental design with control group has been used at the study. Two classes of G11 grade students were randomly assigned to experimental and control groups. Participants in Experimental group were asked to create several concept-maps with use of C-map software on Geology topics and students in control group were asked to do the same with conventional (Paper & Pen) method of concept mapping. After performing pre-test, students in both groups were asked to create concept map diagrams for 6 sessions (2 hours length), and then immediately the first post-test and after three weeks the second post-test were performed to assess their immediate and long-term learning on geology concepts and topics. Three teacher-made tests each contain 25 questions were used to assess students’ learning. The cronbach alpha reliability coefficient was 0.79. Analysis of covariance and t-test were performed to analyze the data. Results revealed that the mean scores of both students’ immediate and long-term learning in experimental group were significantly higher than the control group. Considering Eta square coefficient indicates that implementing computer-assisted concept mapping in geology education can account for 33 percent of students’ immediate and 49 percent of their longterm learning. It can be concluded that computer-assisted mapping can improve students’ learning.
Educational Science
H. Mehdi Zadeh; F. Lotfi; M. Eslam Panah
Abstract
The main purpose of this paper is identification and determination effects of the using education by argumentation maps on improvement the average grades of the Critical thought in the students. This research is modeled in a multi-group semi-experimental project with pre and post examination. Data ...
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The main purpose of this paper is identification and determination effects of the using education by argumentation maps on improvement the average grades of the Critical thought in the students. This research is modeled in a multi-group semi-experimental project with pre and post examination. Data of done this project، in order to consideration the rate of think and logic testing’s، the test is done using Watson Glaser Critical thought. The sample of research was included of the 60 girls and 60 boys students at EIVAN Township have been done، who are studying in the second grade in guidance school at academic year 89-90. In part of the four groups is considered، which are selected using random sampling from students in the second grade of guidance school. Thence forth the experimentally group during 7convocation 90 minutes’ by using argumentation maps was exposed on the experiments and responsibilities learning. After two weeks the end of the project، the Critical thinking from all testing’s is done again. The data of research are briefed and classified using qualified statistically index such as: average، variance، amplitude and percent of amplitude. Then the assumptions of research are analyzed using test (t)، variance and covariance analyses. The analyses of the obtained data shown that carrying out of the argumentation maps in the class at science subjects are more effective on increment of the grad averages of Critical thought for girls and boys students.
