پیوندهای مفید
آمار
| تعداد نشریات | 24 |
| تعداد شماره‌ها | 464 |
| تعداد مقالات | 3,575 |
| تعداد مشاهده مقاله | 5,198,171 |
| تعداد دریافت فایل اصل مقاله | 2,396,938 |
اثربخشی کاربرد نقشه مفهومی بر درک دانش‌آموزان از توابع نمایی و لگاریتم | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 5، دوره 13، شماره 1 - شماره پیاپی 38، فروردین 1403، صفحه 71-86 اصل مقاله (950.51 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2024.3519 | ||
| نویسندگان | ||
| نفیسه آزادی* 1؛ علی شیروانی شیری2 | ||
| 1دانشجوی دکتر آموزش ریاضی، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران | ||
| 2گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889 – 14665، تهران، ایران. | ||
| چکیده | ||
| نقشه مفهومی با برقراری ارتباط بین مفاهیم جدید و مفاهیم موجود در ساختار شناختی منجر به یادگیری معنادار میشود. دانش‌آموزان با استفاده از نقشه مفهومی مطالب بسیاری را با هم ترکیب میکنند و به ارتباط درونی بین مفاهیم پیمیبرند. هدف پژوهش حاضر اثربخشی کاربرد نقشه مفهومی بر درک دانش‌آموزان از توابع نمایی و لگاریتم است. روش پژوهش تلفیقی از دو روش کمی و کیفی است. جامعه آماری کل دانش‌آموزان منطقه آموزش و پرورش فرگ بود که 12دانش‌آموز کلاس یازدهم رشته علوم تجربی به عنوان نمونه هدفمند انتخاب شدند. دانش‌آموزان گروه اول، ابتدا به سوال‌های آزمون نقشه مفهومی و سپس به سوال‌های آزمون کتبی و گروه دوم ابتدا به سوال‌های آزمون کتبی و سپس به سوال‌های آزمون نقشه مفهومی و گروه سوم فقط به سوال‌های آزمون کتبی پاسخ می‌دهند. به این ترتیب که دانش‌آموزان هر دو گروه فرصت بازگشت به سوالات آزمونی که ابتدا انجام داده بودند و تصحیح پاسخ‌های خود را ندارند. برای ارزیابی تأثیر استفاده از نقشه مفهومی بر یادگیری دانش‌آموزان، همه دانش‌آموزان سه گروه به یک سوال، با عنوان آزمون مجموعی پاسخ می‌دهند. نتایج پژوهش نشان داد که استفاده از نقشه مفهومی در آموزش توابع نمایی و لگاریتم بر درک دانش‌آموزان و شناخت بدفهمی‌های آن‌ها از این مفاهیم بسیار مؤثر است. | ||
| کلیدواژه‌ها | ||
| نقشه مفهومی؛ یادگیری معنادار؛ نمایی؛ لگاریتم | ||
| عنوان مقاله [English] | ||
| The effectiveness of using a concept map on students'''' understanding of exponential and logarithm functions | ||
| نویسندگان [English] | ||
| nafise azadi1؛ ali shirvani shiri2 | ||
| 1Ph.D. Student, Mathematics group, Shahid Rajaei Teacher Training University, Tehran, Iran | ||
| 2Department of Educational Sciences, Farhangian University, P.O.Box 14665-889, Tehran, Iran | ||
| چکیده [English] | ||
| Concept map leads to meaningful learning by establishing a connection between new concepts and existing concepts in the cognitive structure. Using a concept map, students combine a lot of material and find an internal connection between concepts. The aim of this study is the effectiveness of using a concept map on students'' understanding of exponential and logarithm functions. The research method is a combination of quantitative and qualitative methods. The statistical population was the total number of students in Farag Education District, in which 12 eleventh grade students in the field of experimental sciences were selected as the purposive sample. The students of the first group, first to the questions of the concept map test and then to the questions of the written test and the second group first to the questions of the written test and then to the questions of the concept map test and the third group answer only the questions of the written test. In this way, students in both groups do not have the opportunity to return to the test questions they did at the beginning and correct their answers. | ||
| کلیدواژه‌ها [English] | ||
| Concept map, meaningful learning, exponential, logarithm | ||
| مراجع | ||
|
Ausubel, D. P. (2000). The Nature of Meaning and Meaningful Learning. In The Acquisition and retention of knowledge: A cognitive view (pp. 67-100). Springer, Dordrecht.
Azimpour, R., Isavi, M., & Azimpour, E. (2017). The effectiveness of the concept map teaching-learning strategy in science teaching on the creativity of sixth grade elementary students. Innovation and Creativity in Humanities, 6(4), 1-26.
Baralos, G. (2009). Concept Mapping as Evaluation tool in Mathematics. Collection Digital Eudoxus.
Dehghanzadeh, S., Moaddab, F. (2021). The Effect of Concept Mapping on Nursing Students'' Critical Thinking Skills and Nursing Care Plan Design. Research in Medical Education, 13 (2), 26-35. https//doi.org/10.52547/rme.13.2.26
Entwistle, N. J. (2013). Styles of Learning and Teaching: An Integrated Outline of Educational Psychology for Students, Teachers and Lecturers. David Fulton Publishers.
Evans, T., & Jeong, I. (2023). Concept maps as assessment for learning in university mathematics. Educational Studies in Mathematics 113(3), 1-24. https//doi.org/10.1007/s10649-023-10209-0
Fi, C. D. (2003). Preservice secondary school mathematics teachers'' knowledge of trigonometry: Subject matter content knowledge, pedagogical content knowledge and envisioned pedagogy. The University of Iowa.
Hadian, M., Eslampour, M., & Reyhani, E. (2014). On the Conceptualization of the Concept Map Limit the Case of Mathematics Students. Technology of Education Journal (TEJ), 8(4), 259-268. https//doi.org/10.22061/tej.2014.11
Hazel, E., & Prosser, M. (1994). First-year University Students'' Understanding of Photosynthesis, Their Study Strategies & Learning Context. The American Biology Teacher, 56(5), 274-279. https://doi.org/10.2307/4449820
Himangshu, S., & Cassata-Widera, A. (2010). Beyond individual classrooms: How valid are concept maps for large scale assessment? In J. Sánchez, A.J. Cañas, J.D. Novak (Eds.), Concept Maps: Making Learning Meaningful Proc. of Fourth Int. Conference on Concept Mapping (pp. 58-65). Viña del Mar, Chile.
Kalhor, M., & Mehran, G. (2014). The effect of teaching with a concept map on the meaningful learning of English language in middle school students. Research in educational systems, 9(29), 193-217. DOR: 20.1001.1.23831324.1394.9.29.8.2
Karimi, M., Iranmanesh, Z., Salari Chinieh, P., Zamani, M., & Manzari, V. (2023). Modelling for Transferring Learning in In-service Training of Educators. Educational and Scholastic studies, 12(1), 385-363. DOR: 20.1001.1.2423494.1402.12.1.15.4
Larkin, J. H., & Simon, H. A. (1987). Why a Diagram is (sometimes) Worth Ten Thousand Words. Cognitive science, 11(1), 65-100. https://doi.org/10.1111/j.1551-6708.1987.tb00863.x
Makgakga, T. P., & Sepeng, P. (2013). Teaching and Learning the Mathematical Exponential and Logarithmic Functions: A Transformation Approach. Mediterranean Journal of Social Sciences 4(13), 77-85. https://doi.org/10.5901/mjss.2013.v4n13p177
Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I—Outcome and process. British journal of educational psychology, 46(1), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of educational psychology, 82(4), 715. https://doi.org/10.1037/0022-0663.82.4.715
McClure, J. R., Sonak, B., & Suen, H. K. (1999). Concept Map Assessment of Classroom Learning: Reliability, validity, and logistical practicality. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 36(4), 475-492. https://doi.org/10.1002/(SICI)1098-2736(199904)36:4%3C475::AID-TEA5%3E3.0.CO;2-O
Mesrabadi, J. (2011). Introducing and validating concept map - based tests for the assessment of students’ academic performance. Journal of Educational Innovations, 10(2), 7-24.
Mesrabadi, Javad, & Stovar, Negar. (2009). The effectiveness of concept map on the academic progress of students in biology, psychology and physics courses. New Educational Thoughts, 5(1), 93-114. doi: 10.22051/jontoe.2009.171
Novak, J. D. (2010). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Routledge.
Novak, J. D., & Cañas, A. J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Technical Report IHMC Camp Tools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition.
Novak, J. D., & Musonda, D. (1991). A Twelve-year Longitudinal Study of Science Concept Learning. American Educational Research Journal, 28(1), 117-153. https://doi.org/10.3102/00028312028001117
Reyhani, E., Bakhshalizadeh, S., & Ostadi, M. (2012). The impacts of using concept conceptual maps on mathematics students'' understanding of trigonometric functions. New Educational Approaches, 7(2), 23-52.
Samie Zafarghandi, M. (2014). The Effect of Conceptual Mapping on Learning the Science Course. Educational and Scholastic studies, 3(4), 81-98. DOI: 20.1001.1.2423494.1393.3.4.5.7
Sanaei, N. (2023). Assessing the Awareness of new Teachers of Farhangian University about Misconceptions in Mathematics Education. Educational and Scholastic studies, 12(3), 229-256. https://doi.org/10.48310/pma.2023.3321
Sánchez, J., Cañas, A. J., Novak, J. D., & Tavares, R. (2012). Concept Maps: Making Learning Meaningful Proc. of Fourth Int. Conference on Concept Mapping Concept Map under Modified Bloom Taxonomy Analysis.
Schmittau, J., & Vagliardo, J. J. (2009). Concept Mapping as a Means to Develop and Assess Conceptual Understanding in Primary Mathematics Teacher Education. In Concept Mapping in Mathematics (pp. 47-57). Springer, Boston, MA. https://doi.org/10.1007/978-0-387-89194-1_3
Stoddart, T., Abrams, R., Gasper, E., & Canaday, D. (2000). Concept Maps as Assessment in Science Inquiry Learning- A Report of Methodology. International Journal of Science Education, 22(12), 1221-1246. https://doi.org/10.1080/095006900750036235
Twardy, C. (2004). Argument Maps Improve Critical Thinking. Teaching Philosophy, 27(2), 95-116. https://doi.org/10.5840/teachphil200427213
Williams, C. G. (1998). Using Concept Maps to Assess Conceptual Knowledge of Function. Journal for Research in Mathematics Education, 29(4), 414-421. https://doi.org/10.2307/749858
Yue, H. (2008). Concept Maps as Assessment Tools in Mathematics: Comparison with Clinical Interviews. The University of Texas at El Paso.
| ||
|
آمار تعداد مشاهده مقاله: 447 تعداد دریافت فایل اصل مقاله: 347 |
||