چکیده انگلیسی:
Introduction: Designing a conceptual map has been confirmed as a facilitating strategy in education. We aimed to compare the conceptual mapping educational method with the lecture method with respect to their effect on the students’ cognitive learning at Bushehr University of Medical Sciences, southern Iran.Material & Methods: In this semi-experimental study using the pre-post test method, 39 BS nutrition students taking their Pathopysiology of Diseases course were selected and divided into intervention and control groups. After pre-test, the intervention group participated in an educational workshop about conceptual mapping. Then the course subjects were presented to the intervention and control groups in the form of conceptual mapping and lecture, respectively. At the end of the term, the students were evaluated using post test. Data were analyzed using SPSS software, version 17.Results: The mean pre-test scores between the two groups did not differ significantly (P=0.917), while the post test scores between the intervention and control groups differed significantly (P=0.000). We did not find a significant relationship between learning level and sex (P=0.05).Conclusion: Both methods were able to enhance the cognitive learning of students. However, conceptual mapping was more effective in this regard.
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