Nabiollah Malekzadeh; Alireza Ghasemizad; Abdolmohmmad Taheri; Pari Mashayekh
Abstract
This study aimed to compare the effect of using conceptual map and traditional instruction on cognitive learning of Senior high school students in thinking and media literacy course. This is a quasi-experimental research using experimental and control groups. Three classes were chosen randomly (one for ...
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This study aimed to compare the effect of using conceptual map and traditional instruction on cognitive learning of Senior high school students in thinking and media literacy course. This is a quasi-experimental research using experimental and control groups. Three classes were chosen randomly (one for conceptual map teaching, one for the combination of lecture-based and conceptual map teaching (combined) and one as the control group). In the combined group, learners were taught though conceptual mapping while the experimental group was exposed to both teacher-made conceptual map and combined method in eight sessions and the control group experienced traditional instruction. All the three groups completed the teacher-made academic achievement test in both levels of knowledge and high level of thinking. The validity of the instrument measured through S. H. Lawshe formula was 0.78 and the reliability measured through Kuder - Richardson was 0.807. In order to analyze the data, covariance analysis was used. The findings of this study showed that the instruction was not effective at the level of knowledge, but there was a significant difference in the high level of comprehension which means that the highest effect was observed in the lecturing and conceptual mapping group (combined) while the lowest effect was attributed to the control group. Keywords: Presentation and construction of concept map, Bloom cognitive levels, Concept map, Meaningful learning
Alireza Ghasemizad; Kamran Mohammadkhani; Fateme Saadatrad
Abstract
This study aimed at scrutinizing the mediating role of critical thinking in relation to higher education students'metacognition and self-efficacy in Islamic Azad University, Nourabad Mamasani. Samples were collected throughrandom sampling method and it was equal to 248. Instruments used in this study ...
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This study aimed at scrutinizing the mediating role of critical thinking in relation to higher education students'metacognition and self-efficacy in Islamic Azad University, Nourabad Mamasani. Samples were collected throughrandom sampling method and it was equal to 248. Instruments used in this study were three standard questionnairesincluding critical thinking, metacognition and self-efficacy. Cronbach's alpha was employed to estimate theinstruments’ reliability, based on which critical thinking was found to be 0.88, metacognition 0.89 and self-efficacy0.87. Findings revealed that meta-cognition could significantly predict students' self-efficacy and critical thinking.Also, it was found that meta-cognition and critical thinking could significantly predict students’ self-efficacy. Thisstudy also showed that critical thinking had a mediating role in relation to students’ meta-cognition and self-efficacy.The dimensions of meta-cognition and critical thinking could significantly predict students’ self-efficacy.