نوع مقاله : مقاله پژوهشی
نویسنده
گروه زیست شناسی، دانشکده علم پایه، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
Background and Objectives: Despite the widespread emphasis on the use of active teaching methods in biology education, the problems of remembering basic information and the persistence of biology concepts are still considered as one of the main concerns in learning this subject. Mnemonics strategies facilitate the process of encoding and retrieving information by creating meaningful links between new information and prior knowledge. Therefore, the present study aimed to investigate the effect of integrating mnemonic strategies in the teaching process on academic achievement and retention of eleventh grade students in biology, as well as to investigate the moderating role of gender in this relationship. Methods: This study was conducted with a quasi-experimental method and a pretest-posttest-follow-up design with two experimental and control groups. The statistical population included students in the experimental sciences major of public high schools in Isfahan. 60 students from 11th grade were selected using multistage cluster random sampling and divided into two experimental groups (30 students) and control groups (30 students). The experimental group was trained in 10 sessions using a combined mnemonic method, which included 26 pre-designed strategies. The control group received instruction using a traditional lecture method. The research instrument was a biology academic achievement test with 30 four-choice questions. The data were analyzed using repeated-measures analysis of variance and multivariate analysis of covariance. Findings: The results showed that the combined mnemonic teaching method produced a significant increase in post-test scores (F=82.54, p<0.001, η2=.59) and recall (F=38.76, P<0.001, η2=.58) compared to the lecture method. The interaction effect of gender and teaching method was also significant (p=0.015), indicating that boys experienced a greater increase in scores than girls. Conclusion: An integrated teaching method based on mnemonic strategies that included a wide range of codes appropriate for different subjects had a significant and strong effect on increasing academic achievement and improving the retention of learning biology concepts. This method facilitates the process of transferring information to long-term memory by providing diverse pathways for encoding.
کلیدواژهها [English]
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