Document Type : Original Research Paper


1 Department of Educational Sciences, University of Tabriz, Tabriz, Iran

2 Faculty of Science, Department of Chemistry, Shahid Rajaee Teacher Training University, Tehran, Iran


Traditional approaches and assumptions about the transition of knowledge from teacher to students have been overshadowed by new approaches like "Constructivism". In most Iranian schools, however, the presentation of content is still based on simple transition of concepts from teacher to students. The content of Iranian schools' curriculum is remarkably similar to that of other countries, but Iranian students have a relatively poor performance in comparison with their counterparts in other countries. Thus, paying more attention to new methodologies serves as the best sort of investment in the Ministry of Education. "Conceptual Map" is a new approach to effective teaching-learning based on Constructivism and Ausubel's Meaningful Learning Theory. Conceptual Map can be described as a drawing tool that organizes a set of concepts and meanings in a specific framework based on logical relations. It leads to deep and meaningful learning which is in contrast with rote learning. Conceptual map based curriculum on have many advantages. The present article intends to not only introduce conceptual maps but also elaborate on their application as a teaching-learning strategy, which is in turn an essential stage in course planning, in improving the instruction quality of the chemistry course in Iranian high schools.


Main Subjects

1 ]آقازاده محرم، راهنمای روشهای نوین تدریس، چاپ دوم، انتشارات آگاه، 1333. ]2 ]احمدی رضا، کاربرد روش حل مساله درآموزش علوم، فصلنامه تعلیم و تربیت، شماره 25 ،1331 ،صفحههای .11-25 جواد حاتمی و همکاران بهبود کیفیت آموزش مفاهیم درس شیمی به کمک نقشه های مفهومی 328 نشریه علمی پژوهشی فناوری آموزش، سال سوم، جلد 3 ،شماره 4 ،تابستان 8311 [3] Novak J.D., Cañas A.J., The theory underlying concept maps and how to construct them, Florida Institute for Human and Machine Cognition (IHMC), 2006. [4] Horton P.B., Mcconny A.A., Gallo M., An investigation of the effectiveness of concept mapping as an instructional tool, Science edu.Vol. 77,No. 1, 1993, pp.95-111. [5] Fajonyomi M.G.,concept mapping student' s locus of control as gender as determination of Nigerians high school student' s achievement in biology, African journals online, Vol. 2, No. 10, 2002, pp.423-431. ]6 ]رحمانی آزاد، تأثیر آموزش بر مبنای نقشه مفهومی در یادگیری درس فرایند پرستاری دانشجویان ترم دوم پرستاری، پایاننامه کارشناسی ارشد، دانشگاه علوم پزشکی تبریز، 1331. ]7 ]مصرآبادی جواد، اثر بخشی ارائه، ساخت فردی و ساخت گروهی نقشه مفهومی به عنوان یک راهبرد آموزشی، فصلنامه نوآوریهای آموزشی شماره 13 ،پاییز .1331 ]3 ]عباسی جواد، کاربرد نقشههای مفهومی در آموزش شیمی دبیرستان، پایاننامه کارشناسی ارشد، دانشگاه تربیت دبیر شهید رجائی تهران، 1337. ]9 ]ملکی حسن، برنامه ریزی درسی، راهنمای عمل، انتشارات مدرسه، 1332. [10] Beitz j.,Concept mapping: navigating the learning process, Nurse educator, Vol. 23, No. 5, 1998, pp.35-41. [11] Shern D,Troch M. and Lacomb C.A., The use of concept mapping for assessing fidelity of model transfer:An example from psychiatricr habilitation evaluation and program planning, Vol. 18, 1985, pp. 143-153. [12] Gul R.B and boman J.A., Concept mapping: A strategy for teaching and evaluation in nursing education. Nurse education in practice, 2006. [13] Alberto R. And pier G. A., Concept maps in chemistry education. Journal of chemical education, Vol. 11, 1996. [14] paivio A., Dual coding theory: retrospect and current status, Canadian journal of psychology, Vol. 45, No. 3, 1991, pp.255-287. ]11 ]شیخ زاده مصطفی، طراحی نرم افزار آموزش ریاضی ابتدایی براساس رویکرد سازنده گرایی، رساله دکتری، دانشگاه آزاد اسالمی واحد خوراسگان، 1333. [16] Gloria G., An authoring concept mapping kit for the early childhood classroom, NIDRFaculty of Design, Swinburne University of Technology, Australia Email: ggomez@groupwise., CMC 2006. [17] Irvin N.G., Can concept mapping be used to promote meaningful learning in nurse education, Journal of advanced nursing, Vol. 21, No. 16, 1995, pp.1175-1179.