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首页> 外文期刊>Research in science & technological education >The effects of concept and vee mappings under three learning modes on Jamaican eighth graders' knowledge of nutrition and plant reproduction
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The effects of concept and vee mappings under three learning modes on Jamaican eighth graders' knowledge of nutrition and plant reproduction

机译：三种学习模式下的概念和vee映射对牙买加八年级学生的营养和植物繁殖知识的影响

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The first objective of this study was to investigate if the experimental students' post-test knowledge of nutrition and plant reproduction would be improved more significantly than that of their control group counterparts based on their treatment, attitudes to science, self-esteem, gender and socio-economic background. Treatment involved teaching the experimental students under three learning modes-pure cooperative, cooperative-competitive and individualistic whole class interpersonal competitive condition-using concept and vee mappings and the lecture method. The control groups received the same treatment but were not exposed to concept and vee mappings. This study's second objective was to determine which of the three learning modes would produce the highest post-test mean gain in the subjects' knowledge of the two biology concepts. The study's sample comprised 932 eighth graders (12-13-year-olds) in 14 co-educational comprehensive high schools randomly selected from two Jamaican parishes. An integrated science performance test, an attitudes to science questionnaire and a self-esteem questionnaire were used to collect data. The results indicated that the experimental students (a) under the three learning modes, (b) with high, moderate, and low attitudes to science, and (c) with high, moderate, and low self-esteem, performed significantly better than their control group counterparts. The individualist whole class learning mode engendered the highest mean gain on the experimental students' knowledge, while the cooperative-competitive learning mode generated the highest mean gain for the control group students.
机译：这项研究的第一个目的是根据他们的治疗方式，对科学的态度，自尊，性别和性别，研究实验学生的营养和植物繁殖的测试后知识是否比对照组的知识得到更大的改善。社会经济背景。治疗涉及在三种学习模式下对实验学生进行教学：纯合作，合作竞争和个人主义全班人际竞争条件使用概念，vee映射和讲授方法。对照组接受相同的治疗，但未接触概念图和vee图。这项研究的第二个目标是确定三种学习模式中的哪一种将在受试者对这两种生物学概念的知识中产生最高的测试后平均收益。该研究的样本包括从两个牙买加教区中随机选择的14所男女同校综合中学中的932位八年级学生（12-13岁）。使用综合科学性能测试，对科学态度调查表和自尊调查表收集数据。结果表明，实验学生（a）在三种学习模式下（b）对科学的态度高，中和低，以及（c）自尊心高，中和低的学生的表现明显优于他们对照组同行。个人主义的全班学习模式使实验学生的知识获得了最高的平均收益，而合作竞争学习模式为对照组的学生带来了最高的平均收益。

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