Contribution of Conceptual Mapping to Understanding and Memorizing: An Intervention Program for a Student with Special Learning Difficulties in The History Lesson
Asian Journal of Applied Science and Technology (AJAST), Volume 3, Issue 1, Pages 99-110, Jan-March 2019
12 Pages Posted: 6 Mar 2019
Date Written: February 15, 2019
The current educational research conducted in the context of special education is an attempt to ascertain whether conceptual maps enhance memory and help a child with special learning difficulties in understanding a theoretical lesson, such as the lesson of history. That is why a first-grade Junior high school student diagnosed with special learning difficulties is chosen, who was discouraged by his ineffectual attempt to understand and retrace the lesson of history no longer showed any interest in the lesson. In the framework of this qualitative research, in order to verify the effectiveness of the conceptual maps, a personalized intervention is made in the lesson of history for the student of the first grade, constructing the conceptual maps on the computer with the help of the software program "Inspiration 9". The lessons were based on the book of the history of first-grade Junior high school and refer to the Classical era in Athens. The intervention program lasted five weeks and the student actively participated in this. Upon completion of the intervention, as well as the student's answers to the same test on the 5th and 7th week of intervention, together with the information given to us by the school teacher and the special education teacher in the integration section, verified the valuable help of conceptual charts in this lesson. In particular, their effectiveness in the field of education and in particular of special education was established and the conditions necessary for conceptual charts to help as much as possible in teaching were explored.
Keywords: 'inspiration 9', Conceptual Mapping, Memorizing, Specific Learning Difficulties
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