اثربخشی ساخت گروهی نقشه مفهومی بر یادگیری معنی دار زبان انگلیسی دانش آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روان شناسی تربیتی، مشاور مرکز مشاوره آموزش و پرورش شهریار

2 دانشیار دانشکده روان شناسی و علوم تربیتی دانشگاه الزهرا

چکیده

هدف این پژوهش تعیین تأثیر ساخت گروهی نقشة مفهومی بر پیشرفت و یادگیری معنی‌دار خواندن و درک مطلب انگلیسی دانش­آموزان است. به این منظور از یک طرح نیمه آزمایشی پیش­آزمون- پس­آزمون با گروه کنترل استفاده شد. نمونه شامل 51 دانش­آموز دختر پایه سوم دبیرستان شهر کرج بود که به روش نمونه­گیری هدفمند انتخاب شدند و به‌صورت تصادفی در گروه آزمایش و کنترل قرار گرفتند. گروه آزمایش با استفاده از نقشه مفهومی و گروه کنترل به شیوة مرسوم خواندن متن و توضیح آن، آموزش دیدند. ابزار اندازه­گیری یک آزمون معلم ساخته است که حیطه­های دانش و یادگیری معنی‏دار دانش­آموزان را در یادگیری خواندن و درک مطلب انگلیسی می‌سنجد. از سؤالات سطوح بالای شناختی (تحلیل، ترکیب، ارزشیابی) جهت ارزیابی یادگیری معنی­دار استفاده شد. نتایج تجزیه‌وتحلیل داده­ها با استفاده از آزمون t مستقل نشان داد راهبرد آموزشی نقشة مفهومی باعث پیشرفت و یادگیری معنی­دار خواندن و درک مطلب زبان انگلیسی در دانش­آموزان گروه آزمایش نسبت به گروه کنترل شده است.

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