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The Effect of Instruction Using the Concept Map on the Degree of Critical Thinking and Reasoning, Learning, and Retention of the Students

Yıl 2012, Sayı: 5, 69 - 80, 23.07.2016

Öz

The purpose of the present research is to investigate and compare the effect of instruction on the degree of critical thinking and reasoning, learning, and retention of students at B.A. level in Shahid Beheshti Training College in Gonbad Kavus using the Concept Map teaching model and the current (traditional) method. The quasiexperimental research plan was applied on two groups (n1=20, n2=20) so that the following question can be answered: Are there any differences statistically between the performances of the students instructed in the two methods concerning their critical thinking, reasoning, learning, and retention? The sample body consisted of 40 people, and it was calculated using the Cochran formula. Students in the two groups learned the course “principles of Education” through the Concept Map model and the current (traditional) method respectively. For collecting data, a researcher-made test on learning, another one on retention, and the Californian Critical Thinking Questionnaire were used, all of which put into practice after their validities and reliabilities were confirmed in two stages, i.e. before and after the experiment. The gathered data was analyzed using the t-test to compare the independent means and the covariance analysis in order to control the pretest effect. Results showed that the learning and retention performance of the students who had been instructed in the Concept Map model is higher than that in the intact (control) group, and the Concept Map model has been more effective than the current method in critical thinking as well

Kaynakça

  • Abbasi, J., R. A. Mirza’i, and J. Hatami. (2008). ‘The use of concept maps in teaching chemistry at high school.’ Education Quarterly 97, 29-52.
  • Behrangi, M. R. and T. Aqayari. (2004). ‘The change created through cooperative teaching of the jigsaw type in the traditional conditions of teaching fifth grade students.’ Educational Innovations Quarterly 10(3), 35-53.
  • Khalili, H., H. Babamohammadi, S. Hajiaqajani. (2003). ‘Comparison of the effect of two teaching methods, traditional and based on critical thinking strategies, on the degree of permanent learning of nursing students.’ Journal of Semnan Medical School 5, 52-63.
  • Khalili H. and M. Soleimani. (2003). ‘Determining the reliability, validity, and criterion of the Californian test of critical thinking skills, form B.’ Journal of Babol Medical School 2, 84-90.
  • Mesrabadi, J., E. Fathi’azar, and N. Ostovar. (2005). ‘The effectiveness of presenting and constructing concept maps individually and in groups as an instruction strategy.’ Educational Innovations Quarterly 4(13), 11-31.
  • Mesrabadi, J., D. Hosseini Nasab, E. Fathi’azar, and M. Moqaddam. (2007). ‘The effectiveness of teaching-learning strategy of concept map on cognitive-affective outputs in learning biology.’ Scientific Journal of Psychology, Tabriz University, 2(8), 109-132.
  • Mesrabadi, J., and N. Ostovar. (2009). ‘The effectiveness of concept maps on student achievement in biology, psychology, and physics.’ Journal of Modern educational thoughts 5(1), 93-114.
  • Nejat, N., H. R. Kuhestani, and K. Reza’i. 2011. ‘The effect of concept maps on learning approaches of nursing students.’ Journal of Nursing and Midwifery, Tehran Medical School, 17(2), 22-31.
  • Qanbari, A., E. Paryad, and M. Ehsani. (2010). ‘The effect of teaching through the concept map method on the degree of learning and retention of a course in nursing students.’ Journal of the Center for Medical Studies and Development 7(2) ,112-118.
  • Rahmani, A., A. R. Mohajjal Aqdam, E. Fathi’azar, and F. Abdollahzadeh. (2007). ‘The comparison of the effect of instruction based on concept map and the integrative method on learning the “Nursing Procedures” course for nursing students in Tabriz Medical School.’ The Iranian Journal of Education in Medical Sciences 7(1), 41-49.
  • Sarhangi, F., M. Ma’sumi, A. Ebadi, M. Seyyed Mazhari, A. Rahmani. (2010). ‘The comparison of the effect of instruction based on lecturing and concept map on learning levels.’ Journal of Intensive Care Nursing 3(1), 1-5.
  • Yusefi Sa’idabadi, R., A. Yazdanpanah Noruzi, and A. Qasemi. (2009). ‘The study of critical thinking among the instructors in Mazandaran Medical School in 2007- 8.’ Educational Management Research Quarterly 1, 89-112.

The Effect of Instruction Using the Concept Map on the Degree of Critical Thinking and Reasoning, Learning, and Retention of the Students

Yıl 2012, Sayı: 5, 69 - 80, 23.07.2016

Öz

Kaynakça

  • Abbasi, J., R. A. Mirza’i, and J. Hatami. (2008). ‘The use of concept maps in teaching chemistry at high school.’ Education Quarterly 97, 29-52.
  • Behrangi, M. R. and T. Aqayari. (2004). ‘The change created through cooperative teaching of the jigsaw type in the traditional conditions of teaching fifth grade students.’ Educational Innovations Quarterly 10(3), 35-53.
  • Khalili, H., H. Babamohammadi, S. Hajiaqajani. (2003). ‘Comparison of the effect of two teaching methods, traditional and based on critical thinking strategies, on the degree of permanent learning of nursing students.’ Journal of Semnan Medical School 5, 52-63.
  • Khalili H. and M. Soleimani. (2003). ‘Determining the reliability, validity, and criterion of the Californian test of critical thinking skills, form B.’ Journal of Babol Medical School 2, 84-90.
  • Mesrabadi, J., E. Fathi’azar, and N. Ostovar. (2005). ‘The effectiveness of presenting and constructing concept maps individually and in groups as an instruction strategy.’ Educational Innovations Quarterly 4(13), 11-31.
  • Mesrabadi, J., D. Hosseini Nasab, E. Fathi’azar, and M. Moqaddam. (2007). ‘The effectiveness of teaching-learning strategy of concept map on cognitive-affective outputs in learning biology.’ Scientific Journal of Psychology, Tabriz University, 2(8), 109-132.
  • Mesrabadi, J., and N. Ostovar. (2009). ‘The effectiveness of concept maps on student achievement in biology, psychology, and physics.’ Journal of Modern educational thoughts 5(1), 93-114.
  • Nejat, N., H. R. Kuhestani, and K. Reza’i. 2011. ‘The effect of concept maps on learning approaches of nursing students.’ Journal of Nursing and Midwifery, Tehran Medical School, 17(2), 22-31.
  • Qanbari, A., E. Paryad, and M. Ehsani. (2010). ‘The effect of teaching through the concept map method on the degree of learning and retention of a course in nursing students.’ Journal of the Center for Medical Studies and Development 7(2) ,112-118.
  • Rahmani, A., A. R. Mohajjal Aqdam, E. Fathi’azar, and F. Abdollahzadeh. (2007). ‘The comparison of the effect of instruction based on concept map and the integrative method on learning the “Nursing Procedures” course for nursing students in Tabriz Medical School.’ The Iranian Journal of Education in Medical Sciences 7(1), 41-49.
  • Sarhangi, F., M. Ma’sumi, A. Ebadi, M. Seyyed Mazhari, A. Rahmani. (2010). ‘The comparison of the effect of instruction based on lecturing and concept map on learning levels.’ Journal of Intensive Care Nursing 3(1), 1-5.
  • Yusefi Sa’idabadi, R., A. Yazdanpanah Noruzi, and A. Qasemi. (2009). ‘The study of critical thinking among the instructors in Mazandaran Medical School in 2007- 8.’ Educational Management Research Quarterly 1, 89-112.
Toplam 12 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Diğer ID JA57TG87US
Bölüm Makaleler
Yazarlar

HUSEYIN Mehdızadeh Bu kişi benim

LEYLA Paknıya Bu kişi benim

Yayımlanma Tarihi 23 Temmuz 2016
Gönderilme Tarihi 23 Temmuz 2016
Yayımlandığı Sayı Yıl 2012 Sayı: 5

Kaynak Göster

APA Mehdızadeh, H., & Paknıya, L. (2016). The Effect of Instruction Using the Concept Map on the Degree of Critical Thinking and Reasoning, Learning, and Retention of the Students. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama(5), 69-80.