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

محورهای موضوعی : آموزش و پرورش

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.

تاریخ دریافت : 1398/12/06 تاریخ پذیرش : 1400/05/13 تاریخ انتشار : 1400/04/01

کلید واژه: یادگیری خودراهبر, روش تدریس شبیه سازی, فیزیک,

چکیده مقاله :

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.

چکیده انگلیسی:

The aim of this study was to investigate the effectiveness of simulation-based teaching in physics on self-directed learning of secondary school students.This study was performed on12th grade students of Isfahan Experimental Sciences with7358 students by quasi-experimental method and with pre-test-post-test design with control group in the academic  year2018-2019. Therefore,54students of Mandegar Saadi High School were randomly divided into experimental and control groups by available sampling method in two classes of 2 7students The experimental group received physics simulators (atomicand nuclear physics subjects) from the University of Colorado Boulder Web site that matched the topics used and contained most of the basic concepts in the high school computer lab and control group with traditional teaching method (lecture) 1 6 sessions of 90 minutes, they received for  8 weeks. Self-centered learning  was measured by self-directed learning  test by Fisher  et al. (2001) based on Garrison (1997) in three subscales of self-management, Self-motivation and self-monitoring Which is Cronbach's alpha coefficient of 0.84. Research data were analyzed using SPSS 25 software at two levels of descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance). The results showed that the teaching method based on simulation has the ability of self-centered learning in students and there is self-management, Self-motivation and self-monitoring in all three subscales.
 

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