توسعه ساختار آموزش زيست شناسي با استفاده از نقشه هاي مفهومي

Structural Development of Biology Education through Concept maps

ﺑﻬﺮهﮔﻴﺮي از ﻧﻘﺸﻪ ﻣﻔﻬﻮﻣﻲ ﺑﻪ ﺷﻜﻞ ﻳﻚ اﺑﺰار دو ﻳﺎ ﭼﻨﺪ ﺑﻌﺪي داراي ﻃﺮح ﺑﻪ ﻋﻨﻮان ﻳﻚ روش آﻣﻮزﺷﻲ ﻣﻬﻢ از ﻣﻬﺎرت ﻫﺎي ﻣﻬﻢ ﻣﻌﻠﻤﺎن اﺳﺖ ﻛﻪ ارﺗﺒﺎط، رواﺑﻂ و ﺗﻮاﻟﻲ ﻣﻔﺎﻫﻴﻢ را ﺑﻪ ﺷﻴﻮهاي روﺷﻦ اراﺋﻪ ﻣﻲدﻫﺪ. اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﻗﺎﺑﻠﻴﺖ اﺟﺮا و اﺳﺘﻔﺎده از ﻧﻘﺸﻪ ﻣﻔﻬﻮﻣﻲ را در ﺗﺪرﻳﺲ ﻣﺒﺎﺣﺚ زﻳﺴﺖ ﺷﻨﺎﺳﻲ ﻧﺸﺎن ﻣﻲدﻫﺪ. ﺑﺪﻳﻦ ﻣﻨﻈﻮر ﻣﻮﺿﻮﻋﺎﺗﻲ از ﻣﺒﺎﺣﺚ زﻳﺴﺖ ﺷﻨﺎﺳﻲ اﻧﺘﺨﺎب و ﻗﺎﺑﻠﻴﺖ ﺗﺪرﻳﺲ آﻧﻬﺎ ﺑﺎ اﺳﺘﻔﺎده از اﻧﻮاع ﻧﻘﺸﻪﻫﺎي ﻣﻔﻬﻮﻣﻲ ﻣﻌﻤﻮﻟﻲ و وﻳﮋه در آﻣﻮزش درس زﻳﺴﺖ ﺷﻨﺎﺳﻲ ﺑﻴﺎن ﺷﺪه اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣـﺎري ﺷﺎﻣﻞ ﺗﻤـﺎم ﻛﺘﺎﺑﻬـﺎي زﻳﺴﺖ ﺷﻨﺎﺳﻲ در ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ دوم رﺷﺘﻪ ﻋﻠﻮم ﺗﺠﺮﺑﻲ اﺳﺖ. روش ﺗﺤﻘﻴــﻖ در اﻳــﻦ ﭘﮋوﻫـﺶ ﺗﻮﺻﻴﻔـﻲ و ﺑﺎ اﺳﺘﻔﺎده از ﻣﻄﺎﻟﻌﺎت اﺳﻨﺎدي، ﻣﺤﺘﻮي ﺳﺎﻳﺖ ﻫﺎي ﻓﺮاﻫﻢ ﻛﻨﻨﺪه راه ﺣﻞ ﻫﺎي آﻣﻮزﺷﻲ و اﺳﺘﻔﺎده از ﺗﺠﺮﺑﻴﺎت ﺷﺨﺼﻲ اﻧﺠﺎم ﺷﺪه اﺳﺖ. ﻳﺎﻓﺘﻪ ﻫﺎي اﻳﻦ ﭘﮋوﻫﺶ ﻧﺸﺎن ﻣﻲ دﻫﺪ ﻧﻘﺸﻪﻫﺎي ﻣﻔﻬﻮﻣﻲ ﻣﻌﻤﻮﻟﻲ ﺷﺎﻣﻞ ﺷﺶ ﻧﻮع اﺻﻠﻲ ﻋﻨﻜﺒﻮﺗﻲ، ﺳﻠﺴﻠﻪ ﻣﺮاﺗﺒﻲ، ﺟﺮﻳﺎﻧﻲ،ﭼﺮﺧﻪ اي، ﺟﺪوﻟﻲ و ﺳﻴﺴﺘﻤﻲ( و ﻧﻘﺸﻪ ﻫﺎي ﻣﻔﻬﻮﻣﻲ وﻳﮋه ﺷﺎﻣﻞ ﺳﻪ ﻧﻮع ﻣﻨﺎﻇﺮ ﺗﺼﻮﻳﺮي، ﺳﻪ ﻳﺎ ﭼﻨﺪ ﺑﻌﺪي و ﻣﺎﻧﺪاﻻ( ﻗﺎﺑﻠﻴﺖ اﺟﺮا در آﻣﻮزش زﻳﺴﺖ ﺷﻨﺎﺳﻲ را دارد. ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶ ﻫﺎ ﺣﺎﻛﻲ از آن اﺳﺖ ﻛﻪ اراﺋﻪ آﻣﻮزش ﻣﺒﺘﻨﻲ ﺑﺮ ﻧﻘﺸﻪ ﻣﻔﻬﻮﻣﻲ در ﻣﻘﺎﻳﺴﻪ ﺑﺎ روش ﻫﺎي ﻣﺮﺳﻮم ﻣﻲ ﺗﻮاﻧﺪ در درك و ﻛﺎرﺑﺴﺖ ﻣﻄﺎﻟﺐ ﺗﺄﺛﻴﺮ ﻣﺜﺒﺘﻲ داﺷﺘﻪ ﺑﺎﺷﺪ. از ﻃﺮﻓﻲ ﺑﻪ دﻟﻴﻞ ﺗﻨﻮع ﻣﻮﺿﻮﻋﺎت ﻋﻠﻤﻲ، اﺳﺘﻔﺎده از ﺷﻴﻮه ﻫﺎي ﻣﺘﻔﺎوت ﻧﻘﺸﻪ ﻫﺎي ﻣﻔﻬﻮﻣﻲ ﺑﺎﻋﺚ ﺑﻬﺒﻮد ﻓﻌﺎﻟﻴﺖ ﻫﺎي ﻳﺎددﻫﻲ- ﻳﺎدﮔﻴﺮي ﺷﺪه، ﻛﺎرآﻳﻲ و اﺛﺮﺑﺨﺸﻲ ﻧﻈﺎم آﻣﻮزﺷﻲ را اﻓﺰاﻳﺶ ﺧﻮاﻫﺪ داد.

To be an important educational method is using a concept map in the form of a two- or multi-dimensional patterned tool that presents the relationship, relationships and sequence of concepts in clear ways considered. The aim of this study was to investigate the feasibility of using concept maps in teaching biology. For this purpose, topics from biology courses have been selected and their capacity to be taught using a variety of common and special concept maps in teaching biology is discussed. The statistical sample includes all biology textbooks in the secondary high school. The research method was descriptive using documentary studies, the content of sites providing educational solutions and the use of personal experiences. Findings of this study show typical concept maps (including six main types of spider, hierarchical, flow, cyclic, tabular and system) and special concept maps (including three types of visual landscapes, three or more dimensions and mandala) are useful methods teaching biology. The results indicate that the provision of concept map-based education compared to that of conventional methods shows a positive effect on the understanding and application of content. On the other hand, due to the diversity of scientific topics, the use of different methods of concept maps will improve the teaching-learning activities, increase the efficiency and effectiveness of the educational system.