A Study and Comparison of Effect of Instruction Using Simple and Argumentative Concept Maps oPromoting the Level of Reasoning and Critical Thinking Skills in Guidance School Students

A Study and Comparison of Effect of Instruction Using Simple and Argumentative Concept Maps oPromoting the Level of Reasoning and Critical Thinking Skills in Guidance School Students

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Part of #A Study and Comparison of Effect of Instruction Using Simple and Argumentative Concept Maps oPromoting the Level of Reasoning and Critical Thinking Skills in Guidance School Students# :

Publishing year : 2016

Conference : International Conference on Science and Engineering

Number of pages : 13

Abstract: Concept maps are a useful cognitive tool for students to promote the level of learning and critical thinking in students by encouraging them to thoroughly process information to understand. However, there is still a limited understanding of the effects of different ways of its implementation, and especially the comparison of argumentative concepts maps and simple concept maps. The present study aims to compare the effect of simple and argumentative concept maps on promoting the level of reasoning and critical thinking skills in guidance school students. This study was conducted by 52 second grade students in guidance school in Kurdistan in the academic year 2013-2014. These subjects were selected using a two-stage clustering approach and based on the random assignment principle in experimental groups (26 subjects of simple maps group, 26 subjects of argumentative concept maps group). The level of critical thinking is measured using a simplified and modified version of the Watson-Glaser test (Form A) arranged in five 16-question sections and measuring logical thinking skills in 5 areas of inference, identifying assumptions, deduction, ability to interpret and logical reasoning Assessment. Calculating Cronbach's alpha, reliability was acceptablely calculated to be 0/75, 0/72, 0/74, 0/78, 0/70 and 0/73 for the entire questionnaire, inference, identifying assumptions, deduction, ability to interpret (ANCOVA) showed that the method of using conceptual maps significantly affects the level of general thinking () and two sub-skills in identifying hypotheses and Deduction; and its effect was determined by calculating Eta square. The precise average post-tests after modifying the pre-test effect show a more effective instruction using a simple concept maps to promote the level of critical thinking and two sub -skills of identifying assumptions and deductions and lack of difference in three sub-skills of the inference, interpretation, and is a logical reasoning evaluation.