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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. | ||
| تاریخ دریافت: 07 آذر 1400، تاریخ بازنگری: 05 خرداد 1401، تاریخ پذیرش: 22 تیر 1401 | ||
| 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 | ||
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