概念图技术对解剖学课程学生认知负荷及学业成绩的影响。
The Effect of Concept Map Technique on Students' Cognitive Load and Academic Success in Anatomy Course.
作者信息
Bolatli Güneş, Bolatli Zafer
机构信息
Department of Anatomy, Faculty of Medicine, Yalova University, Çınarcık road Street, Central Campus, 77200 Yalova, Turkey.
Department of Computer and Instructional Technology Education, Institute of Education Sciences, Bursa Uludağ University, Bursa, Turkey.
出版信息
Med Sci Educ. 2024 Aug 14;34(6):1487-1496. doi: 10.1007/s40670-024-02143-4. eCollection 2024 Dec.
INTRODUCTION
Anatomy has too many details to memorize. Therefore, students need alternative means of education. The aim of this research was to investigate the effect of concept mapping techniques on anatomy learning.
METHODS
The participants consisted of two groups: control and experimental. Before the training, the student introduction form and pretest were applied to both groups. The theoretical course was taught to the control group using classical methods and to the experimental group using a concept map. At the end of the lesson, the experimental group was asked to study with concept maps and the control group with textbooks and atlases for 3 days. Posttest and cognitive load scales were applied to both groups, and an attitude scale towards the concept map was applied to the experimental group.
RESULTS
Both groups were more successful in the posttest than in the pretest. Posttest success was higher in the experimental group than in the control group. The cognitive load of the control group was significantly higher than the experimental group's. It was observed that the attitude scale towards the concept map does not change according to gender, prior hearing about this technique, or its prior use.
CONCLUSION
This study showed that concept maps reduce cognitive load and increase academic achievement.
引言
解剖学细节繁多，难以记忆。因此，学生需要其他教育方式。本研究旨在探讨概念图技术对解剖学学习的影响。
方法
参与者分为两组：对照组和实验组。在培训前，对两组学生均发放学生介绍表并进行预测试。对照组采用传统方法教授理论课程，实验组则使用概念图进行教学。课程结束时，要求实验组学生使用概念图学习3天，对照组学生使用教科书和图谱学习3天。对两组学生均进行后测和认知负荷量表测试，并对实验组学生进行概念图态度量表测试。
结果
两组学生后测成绩均高于预测试成绩。实验组后测成绩高于对照组。对照组的认知负荷显著高于实验组。研究发现，对概念图的态度量表得分在性别、是否提前听说过该技术或是否曾使用过该技术方面均无变化。
结论
本研究表明，概念图可降低认知负荷并提高学业成绩。
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