Assessment of academic achievements and memorisation power of students by concept map strategy and traditional lecture approach

Hafeez, Muhammad

doi:10.18844/ijlt.v13i3.5922

Cited by 7 publications

(5 citation statements)

References 28 publications

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“…With all of the challenges that the world presents, such as the rapid advancement of knowledge and learning techniques and the rising demands on the educational system, students must strengthen their learning abilities in order to keep up with these challenges. As a result, the main objective of curriculum in schools, colleges, and universities is to foster the theoretical and conceptual learning that serves as the foundation for students' growth (Hafeez, 2021f).…”

Section: Concept Map Learning Methodsmentioning

confidence: 99%

All about learning methods: Past, Present and Future

Hafeez,

Hasbi

2023

IJRER

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Learning methods play a vital role in instructional pedagogy. Different learning methods are available that are being used according to the learning environment and educational levels. The objectives of this review study were to discuss the different past, current, and future learning methods. The past learning methods consisted of traditional learning methods, discussion learning methods, and module-based learning. The current learning methods consist of flipped learning methods, online learning methods, digital game-based learning methods, blended learning methods, project-based learning methods, inquiry-based learning methods, case-based learning methods, problem-based learning methods, and concept-based learning methods. The future learning methods consisted of artificial intelligence-based learning methods. All these methods have been discussed in this review article.

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Section: Concept Map Learning Methodsmentioning

confidence: 99%

All about learning methods: Past, Present and Future

Hafeez,

Hasbi

2023

IJRER

Self Cite

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“…Information-gathering activities can be carried out together, exchanging ideas and experiences (Hadromi et al, 2021). In collecting information, grade III students of the SD Negeri 2 Soborejo study should be able to collect information from various ways and sources.…”

Section: Application Of Scientific Approach In Integrated Thematic Le...mentioning

confidence: 99%

Learning Methods and Scientific Approaches on Integrated Thematic Learning

Setiawan

Putri²,

Hidayat³

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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In the 2013 curriculum, elementary schools are carried out with integrated thematic learning. This study aims to analyze the integrated thematic learning activities of grade III. The research uses qualitative methods with a phenomenological approach. The research informant was one grade III teacher. The subjects in this study were 19 grade III students. Data was collected at SD Negeri 2 Soborejo using interviews, observations, and documentation. The data validity techniques used are the Credibility Test and the Confirmability Test. In researchers, a credibility test was carried out using increased persistence in research, triangulation techniques and member checks. The Confirmability Test is carried out using a journal to reflect on the data that has been collected. A scientific approach is applied in learning activities because the curriculum used is the 2013 Curriculum. Conclusion of the research, integrated thematic learning activities are carried out using several learning methods, according to the stage of the sequence of learning activities and learning principles Integrated thematic, then a scientific approach is applied in learning.

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“…Concepts form the building blocks of knowledge, and relations between concepts constitute scientific principles. Concept maps, on the other hand, help students to clarify the basic ideas to be learned and the relationships between them, and to make connections between previous knowledge and new knowledge (Hafeez, 2021).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Features of the formation and development of biophysical concepts among biology students

Orazkul

Saltanat

Aitmaganbet

et al. 2022

CJES

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The purpose of this research; The aim is to get the opinions of biology teachers in determining the formation and development of biophysical concepts among biology students with concept maps. This research is in the case study model, which is one of the qualitative research designs. The participant group of the research consists of 40 biology teachers who are teaching at various high schools in Kazakhstan in the 2021-2022 academic year. The data of the study were collected with a semi-structured interview form created by the researchers. As a result of the research; the vast majority of biology teachers; They stated that they sometimes benefited from concept maps while providing the formation and development of biophysical concepts in their students. Again, the majority of biology teachers; They stated that they often found it necessary to benefit from concept maps while providing the formation and development of biophysical concepts in their students. Biology teachers participating in the research, while providing the formation and development of biophysical concepts in their students, the positive aspects of benefiting from concept maps; They categorized the subject as providing better learning, improving the thought system, establishing relationships between concepts, making the lesson more enjoyable and facilitating the learning of key concepts. While biology teachers participating in the research ensure the formation and development of biophysical concepts in their students, the negative aspects of using concept maps are; They categorized it as difficulty of preparation, not being a very effective method and not appealing to every student. Keywords: Biophysical concepts, concept map, biology teachers

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Assessment of academic achievements and memorisation power of students by concept map strategy and traditional lecture approach

Cited by 7 publications

References 28 publications

All about learning methods: Past, Present and Future

All about learning methods: Past, Present and Future

Learning Methods and Scientific Approaches on Integrated Thematic Learning

Features of the formation and development of biophysical concepts among biology students

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