مقایسه اثربخشی آموزش بارش مغزی و تریز بر درگیری تحصیلی و سرزندگی تحصیلی دانشآموزان
الموضوعات :
سیدمحمد فاتحی سینه سر
1
,
اصغر نخستین گلدوست
2
,
سمیه تکلوی
3
1 - دانشجوی دکتری، گروه روانشناسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران
2 - دکترای روانشناسی تربیتی، استادیار گروه علوم تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران
3 - استادیار ،گروه روانشناسی ، واحد اردبیل ، دانشگاه آزاد اسلامی، اردبیل، ایران.
الکلمات المفتاحية: درگیری تحصیلی, سرزندگی تحصیلی, آموزش بارش مغزی, آموزش تریز,
ملخص المقالة :
این پژوهش با هدف مقایسه اثربخشی آموزش بارش مغزی و تریز بر سرزندگی تحصیلی دانش آموزان انجام گرفت. روش پژوهش نیمه آزمایشی و با طرح پیش‌آزمون-پس‌آزمون با دو گروه آزمایش بود. جامعه آماری پژوهش شامل دانش آموزان پسر مدارس دوره دوم متوسطه شهر گرمی در سال تحصیلی 1402-1401 به تعداد 750 نفر بود که از بین آن‌ها 30 نفر به روش نمونه گیری در دسترس و پس از کسب معیارهای ورود به مطالعه در دو گروه 15 نفره جای داده شدند. ابزار به کار رفته در این پژوهش، مقیاس درگیری تحصیلی ریو و سرزندگی تحصیلی دهقانی زاده و حسین چاری بود. برنامه آموزش بارش مغزی لفرانکویس طی 6 جلسه 90 دقیقه ای برای گروه آزمایش اول و آموزش تریز سرگی و همکاران طی 6 جلسه 90 دقیقه ای برای گروه آزمایش دوم اجرا شد. تجزیه و تحلیل داده ها با استفاده از تحلیل کواریانس تک متغیره در برنامه SPSS انجام شد. نتایج نشان داد بین نمرات پس آزمون درگیری تحصیلی گروه ها تفاوت معنی‌دار وجود نداشت (05/0<P) اما بین نمرات پس آزمون سرزندگی تحصیلی گروه ها تفاوت معنی‌دار وجود داشت (658/6 F=، 016/0=P) و نمرات سرزندگی تحصیلی گروه آموزش تریز در مقایسه با گروه آموزش بارش مغزی، افزایش بیشتری یافته است در نتیجه آموزش تریز در مقایسه با آموزش بارش مغزی در بهبود سرزندگی تحصیلی اثربخشی بیشتری داشته است. به طور کلی، مطابق با یافته‌های پژوهش، روش تریز در افزایش سرزندگی تحصیلی دانش آموزان بر روش بارش برتری دارد و چنانچه معلمان درصدد بهبود سرزندگی تحصیلی دانش آموزان باشند، می توانند با اجرای روش تدریس تریز سریع تر و بهتر به این هدف دست یابند.
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Bowden, J. L.-H..; Naumann, K.; & Tickle, L. (2019). The four pillars of tertiary student engagement and success: a holistic measurement approach. Studies in Higher Education. 46(3):1-18.
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Dehghani, M., & Roostamogliy, Z. (2020). Predicting Academic Vitality Based on Perception of Learning Environment and Hope for Employment in Physical Education Students. Journal of Educational Psychology Studies, 17(38): 153-173. [In Persian]
Dehghanizadeh, M., Hossienchari, M., Moradi, M., & Soleymani Khashab, A. (2014). Academic Buoyancy and Perception of Family Communication Patterns and Structure of Class: The Mediatory Role of Self-Efficacy Dimensions. Educational Psychology, 10(32): 1-30. [In Persian]
Emamrizi, C.; Najafipour, M. & MirshahJafari, E. (2013). The effect of the active teaching method on the academic achievement in the Religious concept. Procardia - Social and Behavioral Sciences. 83: 204 – 207.
Fredericks, J.; Blumenfeld, P. and Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research. 74(1): 59-109.
Göçmen, Ö & Coşkun, H. (2022). De Bono's green hat and green-red combination increase creativity in brainstorming on individuals and dyads? Thinking Skills and Creativity. 46: 105-127.
Hakimzadeh, R., rouhi, M., & Moghadamzadeh, A. (2023). Lecturers' Teaching Style and Students' Motivation and Academic Engagement in Online Learning Environment, Journal of higher education curriculum studies, 14(27): 69-110. [In Persian]
Jahan, F., Kiyanersi, F., & Rezaei, A. M. (2014). The Effectiveness of TRIZ Instruction on Increasing Students’ Creativity, Journal of Innovation and Creativity in Human Science, 4(1): 65-82. [In Persian]
Kannengiesser, U., & Williams, Ch.; Gero, J. (2013). What do the concept generation techniques of triz, morphological analysis and brainstorming have in common, TRIZ Journal, 182(1): 45- 89.
Khademloo, Z., & Smaeili Shad., B. (2017). The influences of Brain storming teaching method on the students' self-esteem, Iranian Journal of Educational Society, 3(1): 128-141. [In Persian]
Kikha, A., Marziyeh, A., & Jonabadi, H. (2020). The Relationship between Teaching Styles with Academic Motivation and Engagement in Students, Teaching and Learning Research, 15(2): 37-48. [In Persian]
Lei, W., Wang, X., Dai, D. Y., Guo, X., Xiang, S., & Hu, W. (2022). Academic self-efficacy and academic performance among high school students: A moderated mediation model of academic buoyancy and social support, Psychology in the Schools, 29(5): 885–899.
Martin, A J., Ginns, P., Papworth, B., & Nejad, H. (2013). The role of academic buoyancy in Aboriginal/Indigenous students’ educational intentions: Sowing the early seeds of success for post-school education and training, Seeding Success in Indigenous Australian Higher Education (Diversity in Higher Education, Volume 14) Emerald Group Publishing Limited, 14: 57-79.
Martin, A. J. (2014). Academic buoyancy and academic outcomes: towards a further understanding of students with attention deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself, British Journal of Educational Psychology, 84(1), 86-107.
Martin, A. J., & Marsh, H. W. (2008). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students, Psychoeducational Assessment, 26, 168–184.
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