The effect of using concept maps as learning tools under cooperative and individualistic structures on middle school students' achievement in biology (Record no. 20019)

MARC details
000 -LEADER
fixed length control field 04026nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191210120309.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Hanoun, Susan Victor
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The effect of using concept maps as learning tools under cooperative and individualistic structures on middle school students' achievement in biology
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2010
300 ## - PHYSICAL DESCRIPTION
Extent 119 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. One of the goals of science education is to prepare scientifically literate individuals who are able to analyze, interpret, and use scientific knowledge in meaningful ways. One way to achieve this goal is through teaching students to use learning tools that can help them organize scientific concepts and interrelate these concepts at different levels of complexity. The concept map is one learning tool that has the potential to help students learn meaningfully. Cooperative learning has also been shown to improve student achievement in many subject areas including science. --This study investigated the effect of using concept maps as learning tools under the cooperative and individualistic mode of learning on students' performance on biology tests that require higher order thinking skills. Sixty six seventh grade students from a suburban school in which English is the medium of instruction of science participated in the study. These students were divided into three sections (cooperative, individualistic, and control). Students were randomly assigned to the experimental sections (cooperative, individualistic) and to the control section. The experimental sections and the control section were randomly selected. Students in the cooperative group reviewed the day's lesson by constructing a concept map cooperatively; students in the individualistic group completed concept maps individually; while students in the control group answered questions from their textbook. Instruments used in this study included a pretest and three achievement tests that included high cognitive level questions. The same tests were given to the three sections. The study was completed in thirteen weeks, seven of which were dedicated to train the students in the experimental sections on constructing concept maps either individually (experimental-individualistic section) or cooperatively (experimental-cooperative section). Classes met six times per week for fifty minutes per meeting. The same teacher taught all sections. At the beginning of the next academic year, students from both the experimental and control sections sat for a retention test to determine the efficacy of concept maps and cooperative learning in helping the students remember and link the different biological terms covered in the previous year. The concept maps constructed by the experimental groups were collected and corrected according to a scoring rubric adopted from Novak and Gowin (1984). Descriptive statistics and ANCOVA followed by Tuckey post-Hoc tests were used to analyze the results of the achievement tests.--Results indicated that there were no significant differences between the control group and the experimental sections on test 1, post test and retention test. However, among the experimental groups, the experimental-individualistic group performed significantly better than the experimental-cooperative group on test 2
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Apprentissage coopératif
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cooperative Learning
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle moyen L’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intermediate Education Sciences education Teaching Methods Students achievement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التعلم التعاوني
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة المتوسطة تعليم العلوم طرق التعليم تحصيل الطلبة
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27716">http://search.shamaa.org/FullRecord?ID=27716</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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