نقشه مفهومی به عنوان یک ابزار ارزیابی تکوینی: تحلیل کمی و کیفی اثربخشی آن در کلاس‌های پرجمعیت دانشگاه

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران

چکیده

پیشینه و اهداف: نقشه‌های مفهومی ابزارهای مؤثری برای نمایش ساختارهای دانش و شناسایی تصورات نادرست در میان یادگیرندگان هستند. این مطالعه به بررسی سودمندی نقشه‌های مفهومی به عنوان یک ارزشیابی تکوینی در برنامه درسی دانشجویان کارشناسی علوم تربیتی پرداخته است.روش‌ها‌: در این پژوهش چندروشی 110 نفر از دانشجویان کارشناسی علوم تربیتی در سال تحصیلی 1402-1403 به روش نمونه گیری هدفمند انتخاب و داده‌ها از طریق پرسشنامه‌ای محقق ساخته به صورت میدانی جمع‌آوری شد، به‌دست آمد. پس از تأیید روایی و پایایی پرسشنامه، نتایج با استفاده از آمار توصیفی و آزمون کروسکال والیس (α = 0.05) تحلیل گردید. در بخش کیفی، داده‌ها با استفاده از روش پدیدارشناسی و پرسشنامه باز جمع آوری و با مدل جیورجی تحلیل شدند. یافته‌ها: : یافته‌ها نشان می‌دهد که اثربخشی نقشه‌های مفهومی در درک مفهوم و یادگیری (میانگین ± انحراف معیار: 6.76 ± 1.5) به‌طور معناداری بیشتر از سایر ابعاد مانند انگیزش و خودانضباطی (5.06 ± 1.42)، مهارت‌های شناختی (4.89 ± 1.43) و مدیریت زمان و سازماندهی (4.89 ± 1.37) بود. از بررسی ادراک دانشجویان، 8 مضمون اصلی استخراج شد: شامل؛ درک و فهم عمیق مطالب ، مرور و تکرار مطالب ، سازماندهی مطالب، مدیریت زمان مطالعه و جلوگیری از اهمال کاری، خود ارزیابی و آمادگی، تسهیل یادگیری، آرامش روانی و مدیریت استرس و تثبیت مطالب در ذهن
. نتیجه‌گیری: نتایج این پژوهش تأثیر مثبت نقشه‌های مفهومی در تمام ابعاد بر یادگیری تأیید می‌کند، لذا بهره‌گیری از آن به عنوان ارزشیابی تکوینی در کلاس‌های پرجمعیت، موثر می‌باشد.

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