اثر بخشي راهبرد ياددهي- يادگيري نقشه مفهومي بر بازده هاي شناختي- عاطفي در يادگيري درس زيست شناسي

he Effectiveness of Concept Map as a Learning-teaching Strategy on Cognitive-affective Outputs of Biotogy Learning

The concept map is a teaching-learning strategy that facilitates learning meaningful. The comparison of concept map presenting and constructing methods efficacy is a research problem in recent years and the findings are contradictory. This paper compared the efficacy of concept map presenting and concept map constructing methods on cognitive outputs (retention, understanding and problem solving) and affective output (attitudes toward school, attitudes toward teacher and classroom, goal-valuation, motivation, and general academic self-perceptions) in the biology learning class. The intervening effects on cognitive outputs were measured by two academic achievement tests. Also, the school attitude assessment survey-revised was ised to assess affective outputs. These instruments had the confirmable validity and reliabihts indices. The research was based on a quasi-experiment iesign. The pre-organized classrooms were selected by the purposive sampling as four experiment and two control groups. The prepared concept were presented in the process of teaching on two experiment groups uid iwo other groups constructed concept maps from the instructed subjects, lie results showed that the concept map presenting and concept map onstructing methods had positive effect on recall and understanding but hese methods had not any meaningful effect on problem soKing Also pre- ■repared concept maps had positive effects on attitude toward teacher and lassroom and constructing concept map had positive effect on motivation nd self-regulation.