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The effectiveness of education by conceptual map on learning, on learning, retention and cognitive load of mental retardation students
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Rahim Moradi   1, Hasan Maleki2 , Siros Mansori1 |
1- Faculty of Humanities, Department of Educational Sciences, Arak University
2- Head of Educational Research and Planning Organization |
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Abstract: (1223 Views) |
Objective: The main purpose of the current study was to compare the effectiveness of education of using conceptual map and traditional methods on learning, retention and cognitive load of mental retardation students in Experimental science course. Method: has been quasi-experimental with pretest- posttest outline with control group. Statical community of this study includes all third-grade intellectual disable students in Tehran that 30 of them were selected through random sampling were located in two test and control groups. For each group, first, the pretest learning run, then in test group, the teacher presented subjects (issues of materials, measurements of materials, water) to students completely and use conceptual map as a complement for educational concept. But the teacher, in the control group, continued his own conventional methods for teaching concepts in science lesson. At the end, learning & cognitive load posttest and after three weeks, the retention test was run. As well as, to measure the cognitive load on memory, mental method was used (using questionnaires). Results showed that there is significant difference between student's learning in test and control groups (0/007) and there is significant difference between their retention (0/04). Conclusion: In terms of, cognitive load imposed on student's memory, less cognitive load imposed on students in test group compared to control group (0/001).
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Article number: 3 |
| Keywords: CConceptul Map, Learning, Retention, Cognitive Load, Mental Retardation. |
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Full-Text [PDF 1306 kb]
(849 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2017/10/29 | Accepted: 2021/12/26 | Published: 2022/06/7
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