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  • اثربخشی روش تدریس مبتنی بر شبیه سازی درس فیزیک بر یادگیری خودراهبر دانش آموزان متوسطه دوم

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عنوان URL للمقالة


رقم المقالة : JEDU-2002-4873 (R3) زيارة : 47 الصفحة: 108 - 120

10.30495/jedu.2021.23974.4873

20.1001.1.20086369.1400.12.2.7.5

نوع المخطوط: ابحاث

اثربخشی روش تدریس مبتنی بر شبیه سازی درس فیزیک بر یادگیری خودراهبر دانش آموزان متوسطه دوم

الموضوعات :

محمد جواد خوش طالع 1 , فرزانه واصفیان 2

1 - کارشناس ارشد برنامه ریزی درسی، گروه علوم تربیتی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران
2 - گروه علوم تربیتی، واحد اردستان، دانشگاه آزاد اسلامی، اردستان، ایران.

تاريخ الإرسال : 01 الثلاثاء , رجب, 1441 تاريخ التأكيد : 25 الأربعاء , ذو الحجة, 1442 تاريخ الإصدار : 12 الثلاثاء , ذو القعدة, 1442

الکلمات المفتاحية: یادگیری خودراهبر, روش تدریس شبیه سازی, فیزیک,

ملخص المقالة :

هدف پژوهش حاضر بررسی اثربخشی تدریس مبتنی بر شبیه‌سازی درس فیزیک بر یادگیری خودراهبر دانش‌آموزان متوسطه دوم بود. این پژوهش روی دانش آموزان پایه دوازدهم رشتة علوم تجربی شهر اصفهان بالغ بر 7358 نفر در سال تحصیلی 98-1397به روش نیمه‌ تجربی و با طرح پیش آزمون - پس آزمون با گروه گواه انجام شد. از این رو 54 نفر از دانش‎آموزان دبیرستان ماندگار سعدی به روش نمونه گیری در دسترس در دو کلاس 27 نفره به صورت تصادفی ساده به عنوان گروه آزمایش و گواه تقسیم بندی شدند. گروه آزمایش نمونة شبیه سازهای درس فیزیک (مباحث فیزیک اتمی و هسته ای) را از پایگاه اینترنتی دانشگاه کلرادو بولدر که در مباحث به کار رفته همخوانی داشته و اکثر مفاهیم پایه ای را در خود دارد را در آزمایشگاه رایانة دبیرستان و گروه کنترل با روش تدریس سنتی (سخنرانی) در 16 جلسة 90 دقیقه‎ای، به مدت 8 هفته دریافت کردند. جهت سنجش یادگیری خودراهبر بر اساس دیدگاه گاریسون (Garrison,1997) در سه خرده مقیاسِ خودمدیریتی، خود رغبتی و خودنظارتی، از آزمون یادگیری خودراهبر فیشر و همکاران (Fisher & et al., 2001) که پایایی آن با استفاده از ضریب آلفای کرانباخ 84/0 بدست آمد، استفاده شد. داده‎های پژوهش با استفاده از نرم افزارSPSS 25  در دو سطح آمار توصیفی (میانگین و انحراف معیار) و استنباطی (تحلیل کواریانس) تحلیل شدند. نتایج پژوهش نشان داد، روش تدریس مبتنی بر شبیه‌سازی توانسته یادگیری خودراهبر را در فراگیران رُشد داده و تفاوت مشاهده شده در هر سه خرده مقیاس خودمدیریتی، خودرغبتی و خودنظارتی معنادار بود.

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