تأثیر آموزش ترسیم نقشههای مفهومی بر خودتنظیمی، یادداری و درک و فهم علومتجربی ششم ابتدایی
کلمات کلیدی:
نقشه مفهومی, خودتنظیمی, یادداری, درک و فهم, علومتجربی ششم ابتداییچکیده
این پژوهش با هدف بررسی اثربخشی آموزش ترسیم نقشههای مفهومی بر خودتنظیمی، یادداری و درک و فهم مفاهیم علومتجربی در میان دانشآموزان دختر پایه ششم ابتدایی انجام شد. پژوهش حاضر از نوع نیمهآزمایشی با طرح پیشآزمون و پسآزمون همراه با گروه کنترل بود. جامعه آماری شامل کلیه دانشآموزان دختر پایه ششم ابتدایی شهر مرند در سال تحصیلی 1403-1404 بود که از میان آنها 50 نفر با روش نمونهگیری در دسترس انتخاب و در دو گروه آزمایش و کنترل (هر یک 25 نفر) جایگزین شدند. گروه آزمایشی طی هشت جلسه، آموزش ترسیم نقشههای مفهومی را بر اساس بسته آموزشی تأییدشده توسط متخصص روانشناسی تربیتی دریافت کرد، در حالیکه گروه کنترل آموزش مرسوم مدرسه را گذراند. ابزار گردآوری دادهها شامل پرسشنامه خودتنظیمی بوفارد (1995) و آزمونهای معلمساخته یادداری و درک مطلب بود. دادهها با استفاده از آزمون تحلیل کوواریانس چندمتغیره (MANCOVA) و نرمافزار SPSS-27 تحلیل شدند. نتایج نشان داد آموزش مبتنی بر نقشههای مفهومی بر خودتنظیمی (F=5.505, p=0.023, η²=0.109)، یادداری (F=62.252, p<0.001, η²=0.580) و درک و فهم (F=50.054, p<0.001, η²=0.640) دانشآموزان تأثیر معناداری داشت. دانشآموزان گروه آزمایش در مقایسه با گروه کنترل پس از مداخله، میانگین بالاتری در هر سه متغیر نشان دادند. نتایج آزمون لامبدای ویلکز (λ=0.195, F=43.241, p<0.001, η²=0.751) نیز تأثیر کلی آموزش نقشه مفهومی بر مجموعه متغیرهای وابسته را تأیید کرد. یافتهها نشان دادند که ترسیم نقشههای مفهومی موجب بهبود خودتنظیمی، افزایش یادداری مطالب و ارتقای درک و فهم مفاهیم علومتجربی در دانشآموزان میشود. این روش آموزشی با سازماندهی بصری مفاهیم و تقویت یادگیری معنادار، ابزار مؤثری برای بهبود عملکرد شناختی دانشآموزان است. توصیه میشود معلمان علوم در طراحی و اجرای درسها از نقشههای مفهومی بهعنوان یک رویکرد یاددهی ـ یادگیری فعال استفاده کنند.
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حق نشر 2025 رباب میراثی (نویسنده); جواد مصرآبادی (نویسنده مسئول); علینقی اقدسی (نویسنده)

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