مقایسه اثربخشی آموزش مبتنی بر روش تدریس معکوس و آموزش مبتنی بر روش تدریس مشارکتی بر میزان یادگیری خودراهبر دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

2 گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

3 گروه روانشناسی بالینی و سلامت، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

10.22034/jmpr.2024.61468.6186

چکیده

با توجه به تغییر شیوه‌های آموزش از معلم محوری به دانش‌آموز محوری، و وجود خلا در الگوهای آموزش دانش‌آموز محور، این پژوهش با هدف مقایسه اثربخشی آموزش مبتنی برروش تدریس معکوس و روش تدریس مشارکتی بر یادگیری خودراهبر در درس شیمی یک دانش‌آموزان دختر  پایه دهم (دوره دوم متوسطه) انجام شد. روش پژوهش، نیمه آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری دو ماه با گروه گواه بود. جامعه آماری پژوهش، شامل دانش‌آموزان دختر دوره دوم متوسطه (پایه‌ی دهم) یک منطقه از شهر تهران در سال تحصیلی ۱۴۰۲ – ۱۴۰۱ بود که تعداد آنها 600 نفر بود. حجم نمونه بر اساس جدول کوهن برآورد گردید. با روش نمونه‌گیری در دسترس 90 نفر از دانش‌آموز دختر پایه دهم  بر اساس معیارهای ورود انتخاب و به روش تصادفی ساده در سه گروه مساوی آزمایش و گواه قرار گرفتند (هر گروه 30 نفر). دانش‌آموزان گروه آزمایش اول تحت آموزش یادگیری به شیوه معکوس در 8 جلسه 75 دقیقه‌ای و دانش‌آموزان گروه آزمایش دوم تحت آموزش به شیوه یادگیری مشارکتی در 8 جلسه 75 دقیقه‌ای قرار گرفتند و گروه کنترل هیچگونه مداخله‌ای دریافت نکرد. برای گردآوری داده‌ها از پرسشنامه یادگیری خود راهبر فیشر و همکاران (2001) استفاده شد. تجزیه و تحلیل داده‌ها با استفاده از تحلیل واریانس آمیخته و آزمون  تعقیبی بونفرونی انجام شد. نتایج نشان دهنده این بود که بین اثربخشی آموزش مبتنی برروش تدریس معکوس و روش تدریس مشارکتی بر یادگیری خودراهبر دانش‌آموزان تفاوت معنادار وجود دارد (0/01≥P ) و اثر گذاری آموزش مبتنی بر یادگیری معکوس نسبت به آموزش مبتنی بر یادگیری مشارکتی بر میزان یادگیری خودراهبر در دانش‌آموزان در درس شیمی یک بیشتر بوده است. بنابراین، برای بهبود پیشرفت تحصیلی دانش‌آموزان می‌توان با برنامه‌ریزی‌ها و به‌کارگیری تدابیر وبرگزاری کلاس‌های آموزشی  به شیوه یادگیری معکوس و مشارکتی میزان یادگیری خودراهبر را در آنها تقویت نمود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparing the Effectiveness of Education Based on the Flipped Teaching Method and Education Based on the Cooperative Teaching Method on the Amount of Self-Directed Learning of Students

نویسندگان [English]

  • Masoumeh Bashir Goodarzi 1
  • Susan Emamipour 2
  • Shirin Kooshki 3
1 PhD student in Educational Psychology, Department of Psychology, CT.C, Islamic Azad University, Tehran, Iran
2 Department of Psychology, Faculty of Psychology and Education, CT.C, Islamic Azad University, Tehran, Iran
3 Department of Clinical Psychology and Health, CT.C, Islamic Azad University, Tehran, Iran
چکیده [English]

Considering the change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered teaching models, this research aims to compare the effectiveness of teaching based on the reverse teaching method and the cooperative teaching method on self-directed learning in the chemistry lesson of a 10th grade female student. The second period of secondary school) was done .The research method was a semi-experimental design with a pre-test, post-test and two-month follow-up with a control group.The statistical population of the research included female students of the second year of high school (10th grade) in an area of ​​Tehran in the academic year of 1401-1402, and their number was 600. The sample size was estimated based on Cohen's table. a sampling of 90 female students of the 10th grade was available based on The entry criteria were selected and placed in three equal groups of test and control by simple random method (30 people in each group). The students of the first experimental group were taught in reverse learning in 8 sessions of 75 minutes, and the students of the second experimental group were taught in cooperative learning in 8 sessions of 75 minutes, and the control group did not receive any intervention. To collect data, the self-directed learning questionnaire of Fisher et al. (2001) was used. Data analysis was done using mixed analysis of variance and Bonferroni's post hoc test The results showed that there is a significant difference between the effectiveness of teaching based on reverse teaching method and cooperative teaching method on students' self-directed learning. (P<0.01). And the effect of teaching based on reverse learning compared to teaching based on collaborative learning on the amount of self-directed learning in students in chemistry course has been greater. Therefore, in order to improve the academic progress of students, it is possible to strengthen the level of self-directed learning in them by planning and applying measures and holding educational classes in a collaborative and reverse learning style.

کلیدواژه‌ها [English]

  • students
  • self-directed learning
  • cooperative learning
  • flipped learning
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