Comparison of Flipped Classroom and Conceptual Map on Students’ Deliberate Practice Study Approach
سال انتشار: 1398
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 80
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شناسه ملی سند علمی:
JR_MEDIA-10-1_006
تاریخ نمایه سازی: 11 آبان 1402
چکیده مقاله:
Background: The most important goal of educational systems is to increase learners’ learning and improve their quality, especially in the field of health due to direct relation with people’s lives. Use of active teaching methods such as flipped classrooms and conceptual map are suggested for increasing communication skills, participation, creativity, and critical thinking of students. On the other hand, deliberate practice is an active study method that leads to informed learning and deep understanding of the content. Objectives: In order to cultivate and develop learning skill, the present study is aimed at comparing the effect of teaching through flipped classroom and conceptual map on deliberate practice study approach in students of operating room technology and anesthesiology in ۲۰۱۷. Methods: It was a quasi-experimental study with the aim of comparing flipped classroom and conceptual map on deliberate practice study approach of undergraduate students of operating room technology and anesthesiology in the Faculty of Nursing and Midwifery in Saveh University of Medical Sciences. In this method, sampling was not used and all the population entered the study. Sixty students randomly divided into two groups of flipped classroom and conceptual map. Duvivier deliberate practice study approach questionnaire was used to collect data. Data were analyzed using descriptive statistics and inferential statistics (t-test, paired t-test) by SPSS ۲۱ software. Results: There was a significant difference between the pre-test and post-test means of the students in two groups (P > ۰.۰۰۱). Comparison of pre-test and post-test means of deliberate practice study approach and its components between the flipped classroom and conceptual map showed a significant difference (P < ۰.۰۰۱). Also, the greatest difference between flipped classroom and conceptual map is related to the planning (P < ۰.۰۰۱) and study style or self-reflective (P = ۰.۰۰۴) variables. Conclusions: Considering that conceptual mapping and flipped classrooms influenced students’ deliberate practice study approach, it is possible to plan for the use of these two methods in medical and paramedical students’ education system.
کلیدواژه ها:
نویسندگان
Amin Haghgoo
Social Determinants of Health Research Center, Saveh University of Medical Sciences, Saveh, Iran
Mahmood Karimy
Social Determinants of Health Research Center, Saveh University of Medical Sciences, Saveh, Iran
Meysam Rahmani Katigari
School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
Mohadese Bolhasani
Student Research Committee, Saveh University of Medical Sciences, Saveh, Iran
Ghazal Afsheh
Student Research Committee, Saveh University of Medical Sciences, Saveh, Iran
Behnam Jafari
Student Research Committee, Yasuj University of Medical Sciences, Yasuj, Iran