اثربخشی کاربرد نقشه مفهومی بر درک دانش‌آموزان از توابع نمایی و لگاریتم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه تربیت دبیر شهید رجایی. تهران- وزارت آموزش و پرورش

2 استاد یارگروه آموزشی علوم تربیتی،دانشگاه فرهنگیان،تهران،ایران

10.48310/pma.2024.3519

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.

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