The Effect of Concept Map Training on Increasing Self-Directed Learning in Thinking and Commercial Media Literacy Course

Agricultural Marketing and Commercialization Journal

دوره 4، شماره 2، اسفند 2020، صفحه 161-171   

نوع مقاله: Original Research

نویسندگان

Nabiollah Malekzadeh¹؛ Alireza Ghasemizad^{* 1}؛ Abdul Mohammad Taheri²؛ Pari Mashayekh³

¹Department of Educational Administration, Kazerun Branch, Islamic Azad University, Kazerun, Iran,

²Department of Educational Administration, Shiraz Branch, Islamic Azad University, Shiraz, Iran.

³Department of Educational Administration, Kazerun Branch, Islamic Azad University, Kazerun, Iran

چکیده

The current study aimed to compare the effect of using concept map teaching and traditional education on improving self-directed learning indicators of high school students in the thinking and media literacy course. The experimental and control groups via the quasi-experimental research method were used. Three classrooms were selected by purposive sampling as random arrangement (one concept map presentation class, one concept map presentation, and one construction class, and one control class). The course materials in the presentation and construction (combined) group were offered to the learners in the form of a concept map. Using the teacher-made and combined concept map method, the experimental groups were trained in 8 sessions separately and the control group was trained in the traditional method. In all groups, the Fisher et al., a standard questionnaire was used to assess students’ self-directed learning preparation. The research findings revealed that using teacher-made and combined concept maps has increased and improved the self-directed learning index and the traditional training has had a significant effect on the components of self-directed learning. The results disclosed that teaching by concept map method in a combined and teacher-made manner had a significant effect on the self-learning of all of them.

کلیدواژه‌ها

Concept map؛ Lecture method؛ Presentation and construction of concept map؛ Self-directed learning

مراجع

• Amani V. & Zamani K. (2019), A review of the use of concept map software in facilitating and improving the quality of chemistry education and learning, Scientific Journal of Research in Chemistry Education, 15(2): 174-189.
• Kazemi H. & Omidinajafabadi M. (2012), “Factors affecting the level of self-directed learning (SDLR) readiness of students of the Faculty of Agriculture, Tehran Research Sciences Branch". Quarterly Journal of Agricultural Extension and Education Research, 27(6): 212-227.
• Radfar A. & Nakhoda M. (2018), “Study of the process of improving self-directed learning indicators by using the concept map technique and collaborative learning in the field of information science and cognition” (Case study: University of Tehran), Library and Information Science Studies, 25(3): 225-252.
• Chou Pao N. (2012), “Effect of Students’ Self-Directed Learning Abilities on Online Learning Outcomes: Two Exploratory Experiments in ElectronicEngineering”, International Journal of Humanities and Social Science, 6(2): 98-117.
• Fisher M. & King J. & Tague G. (2001), Development of a self-directed learning readiness scale for nursing education, Nurse Educ Today, 21(6): 45-58.
• Heidari R. & Hayati A. & Hassanlou N. (2015), “Pathology of social science education in high school from the perspective of teachers” (Case study: 30 high school social science teachers in Zanjan province), the second national conference on sustainable development in educational sciences and psychology, social and cultural studies, Tehran: Soroush Hekmat Mortazavi Center for Islamic Studies and Research, Mehr Arvand Institute of Higher Education, Center for Strategies for Achieving Sustainable Development, 12(4): 84-99.
• Knowles M. (1990), “The Adult Learner: A Neglected Species (4th ed.)”, Houston: Gulf Publishing, 17(5): 134-152.
• Safavi A. (2006), Teaching methods, techniques, and patterns, Tehran: Organization for the Study and Compilation of University Humanities Books (SAMT), 26(3): 164-172.
• Vosoughi A. (2009), Comparison of the effect of concept map teaching method and traditional teaching method on learning social sciences in the pre-university course, Master Thesis Abhar Islamic University, 13(9): 170-189.
• Mesrabadi J. (2007), The effects of a concept map (construction and presentation) and input characteristics of learners on cognitive-emotional outcomes of biology learning, Ph.D. Thesis. Tabriz University, 15(2): 130-149.
• Novak J. (2010), Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations, Routledge, 20(4): 175-189.
• Sun Y. (2004), “Methods for automated concept mapping between medical database”, Journal of Biomedical Informatics, 37(5): 162-178.
• Seif A. (2015), Modern Educational Psychology: Teaching and Learning Psychology, Seventh Edition, Tehran: Doran Publishing, 25(3): 196-208.
• Aghazadeh M. (2005), New teaching methods, Tehran: Abiz Publications, 19(5): 207-219.
• Novak J. & Canas A. (2008), ”The Theory underlying concept maps and how to construct and use them”, Technical report IHMC Cmaptools, 2006-01 Rev 01-2008, Florida institute for human and machinecognition, 9(4): 44-53.
• Chiou C. (2008), The effect of concept mapping on students’ learning achievements and interests, Innovations in Education and Teaching International, 45(4): 375-387.
• Allah Karami A. & Babamorad A. (2017), The effect of concept map teaching method on students' self-regulation and academic self-concept, Educational Studies, 6(1): 105-124.
• Gillies R. & Ashman A. & Terwel J. (2008), “The teacher’s role in implementing cooperative learning in the classroom”, Springer Science, Business Media, LLC, 16(5): 147-185.
• Nadi M. (2018), Exploratory relationship between epistemological beliefs and self-directed learning among nursing students, Iranian Journal of Medical Education, 18 (4): 12-24.
• Bressington D. & Wong W. & Lam K. & Chien W. (2018), Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study, Nurse Education Today, 60(3): 47-55
• Nadi M. & Kazemi E. (2005), Self-directed learning in multi-grade classes, research in curriculum planning, 11(5): 129-146.
• Soltani Arabshahi K. & Naimi L. & Bigdeli S. (2012), “Self-directed learning readiness in medical students”, Quarterly Journal of Education Strategies, 5(3): 170-189.
• Lai Horng J. (2011), “The Influence of Adult Learners' Self-Directed Learning Readiness and Network Literacy on Online Learning Effectiveness: A Study of Civil Servants in Taiwan”, Educational Technology & Society, 14(2): 98-106.
• Pons Rosa M. & Prieto María D. & Lomeli C. & Bermejo María R. & Bulut S. (2014), “Cooperative learning in mathematics: a study on the effects of the parameter of equality on academic performance”, Servicio de Publicaciones de la Universidad de Murcia, 30(4): 832-840.