Education technology - Lifelong learning
Z. Royatvand ghiasvand; V. Farzad; B. Ssaleh Sedghpour; A. Baghdasarians; A. Kararmi Gazafi
Abstract
Background and Objectives: In proportion to the expansion of various skills in life, learning and education of any society needs quantitative and qualitative improvement. The rapid development of technology has caused a change in the way of learning, and in order to increase learning and acquire knowledge, ...
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Background and Objectives: In proportion to the expansion of various skills in life, learning and education of any society needs quantitative and qualitative improvement. The rapid development of technology has caused a change in the way of learning, and in order to increase learning and acquire knowledge, different methods of teaching and training are used to improve people's knowledge, among these methods is the use of standard concept maps. In the current research, the use of the concept map teaching method compiled with the network process analysis method and the lecture method on the students' learning skills in the topic of chemical atom structure was investigated.Methods: The present study was a mixed-methods (exploratory-explanatory) research and was conducted in two steps. The first step was done with a qualitative research method of the Delphi type. The statistical population consisted of experts and professors in chemistry education in 2020-2021, and 30 individuals were selected using purposive sampling. The tools used in this step were semi-structured interviews and a researcher-made pairwise comparison questionnaire.The data were analyzed using the network process analysis method (a multicriteria decision-making method) and the Super Decisions software.In the second step, a quasi-experimental quantitative research method was used with a pre-test, post-test and follow-up plan with two groups (one experimental group and one control group).The statistical population consisted of all eighth-grade high school students in the academic year 2021-2022. A sample of 30 students was selected using convenience sampling and divided into two groups of 15. The experimental group received education using concept maps developed based on ANP, and the control group was taught using the lecture method. The data collection tool was a learning skills questionnaire, and to assess the validity of the tool, the opinions of experts and professors were used. The reliability of the research tool was calculated to be 0.96 using the test-retest method, and the data were analyzed using repeated measures analysis and SPSS (24.00) software.Findings: The findings of the first step showed that mathematics layers with a weighted average of 0.652, physics 0.235, and chemistry 0.113 had the greatest impact, respectively, and the highest and lowest weighted averages in the physics layer were the concept of matter and the concept of electron movement in Certain circuits (Bohr) was 0.011. In the mathematical layer, the concept of main numbers and its four main operations was 0.291, and the concept of sine waves and wave concept was 0.014. In the chemistry layer, the concept of subatomic particles was 0.407 and the concept of using electron arrangement was 0.010. And the results of the statistical analysis in the second step, for hypotheses at a significant level (0.05), indicated a significant and more stable effect of training with the concept map method on learning skills.Conclusion: Considering the greater impact of education with the standard concept map method and the importance of prerequisites, it is possible to rank educational concepts using the network process analysis method and use it in teaching and learning. Also, the standard conceptual map can be considered as a suitable tool and approach to achieve learning.
Educational Technology
A. Mirzaie; Z. Khoshneshin; S. Salimi; S.A. Ghasemtabar
Abstract
Backgrounds and Objectives:The use of concept maps is one of the new educational approaches that is rooted in the constructivist approach. In constructivism, the importance of knowledge is emphasized by relating the learned information to the new one. In this relational view and based on the concept ...
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Backgrounds and Objectives:The use of concept maps is one of the new educational approaches that is rooted in the constructivist approach. In constructivism, the importance of knowledge is emphasized by relating the learned information to the new one. In this relational view and based on the concept map approach, people search between previous and new learning, people make their own schemas or mind maps, and in new learning, these mind maps are extensively revised and reconstructed. Concept map is a tool for showing the relationships between concepts in a coherent and hierarchical way that facilitates meaningful learning, because in this method the concepts are not scattered components but are in the form of a network of relationships to each other. Concept maps are also effective in facilitating creative thinking due to their unique features. The present study describes effectiveness of conceptual map implicated through multimedia on social skills improvement among learners with mental retardation. Teaching on the basis of concept mapping known as an active method to teach social skills for learners with special learning needs (as mental retarded). Methods and Materials: Quasi-experimental research method is used with pretest-posttest instrument. Sample of the study is equal to society includes14 mild mental retarded students (aged 16-14 years). It is a researcher-made questionnaire measures learners with mental retardation social skills improvement included three components as interaction with others, social adaptive behavior and self-control. Questionnaires' Reliability estimated by Cronbach's alpha (0.80). Mann-Whitney U test used to analyses the data, compartments of the pre- post-test scores in experimental group after the intervention. The Wilcoxon Signed rank test with the effect size is also approached to data analyzing Findings: It is revealed that there is a significant difference in pre-test and posttest scores of students in different level of social skills. So implementation of concept mapping plus to using multimedia could enable mentally retarded students as it is suggested to construct their minding's as well improvement of their social skills. Conclusion: Learning to apply a concept map in the form of multimedia can improve the learning of subscales in the social skills subset, adaptive social behavior, improve the learning of social skills in the form of interaction with others, learn social skills in the form of self-control and keep components such as having clean your own desk, discussing your feelings and emotions, reacting appropriately to strangers, separating good and bad habits, and expressing happiness will be effective when you succeed in your control component. Experience of teaching with teacher-made concept map methods in combination with multimedia shows the effect of using active and modern methods in education for meaningful learning in children with mental disabilities, objectifying the teachings of students with mental disabilities with up-to-date and effective educational media such as photos, videos, animations and other educational software, providing educational resources required for social skills appropriate to the appropriate time conditions for children with mental disabilities and drawing maps to communicate between the main and secondary components of concepts related to social skills. Educational groups and organizations are recommended to pay attention to this group of students in developing and improving their learning.
