اثربخشی برنامهدرسی مبتنی بر درک طراحیمحور بر پیشرفت تحصیلی و ادراک حل مسئله دانشآموزان پایه ششم دوره ابتدایی
اثربخشی برنامهدرسی مبتنی بر درک طراحیمحور بر پیشرفت تحصیلی و ادراک حل مسئله دانشآموزان پایه ششم دوره ابتدایی
محورهای موضوعی : آموزش
سید طاهر سیدی نظرلو
1
,
فیروز محمودی
2
,
داود طهماسب زاده شیخلار
3
,
حسین دهقان زاده
4
1 - دانشجوی دکتری رشته برنامهریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران.
2 - دانشیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران.
3 - دانشیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران.
4 - استادیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران.
کلید واژه: پیشرفت تحصیلی, برنامهدرسی مبتنی بر درک طراحیمحور, ادراک حل مسئله,
چکیده مقاله :
هدف پژوهش حاضر بررسی اثربخشی برنامهدرسی مبتنی بر درک طراحیمحور بر پیشرفت تحصیلی و ادراک حلمسئله دانشآموزان در درس علوم تجربی پایه ششم دوره ابتدایی بود. جامعه آماری در پژوهش حاضر شامل تمامی دانشآموزان پایه ششم دوره ابتدایی شهرستان شبستر بود که در سالتحصیلی 1402-1401 مشغول تحصیل بودند و حجم نمونه آماری پژوهش با توجه به ماهیت نیمهآزمایشی بودن آن و بر اساس حداقل حجم نمونه در مطالعات نیمهآزمایشی 60 نفر برای دو گروه (30 نفر گروه آزمایش و 30 نفر گروه کنترل) برآورد شد که با روش نمونهگیری تصادفی ساده از بین دانشآموزان پسر پایه ششم ابتدایی انتخاب و به صورت کاملاٌ تصادفی در گروهها جایگزین شدند. به منظور سنجش آزمودنیها، آزمون پیشرفت تحصیلی معلمساخته و پرسشنامه ادراک حلمسئله هپنر و پترسون (۱۹۸۲) مورد استفاده قرار گرفت. برای تعیین پایایی آزمون پیشرفت تحصیلی از روش دو نیمه کردن استفاده شد، که مقدار آن 87% به دست آمد. پایایی پرسشنامه ادراک حلمسئله نیز بر اساس آلفای کرونباخ 85% بود. در این پژوهش، گروه آزمایش (یک کلاس 30 نفری) بر اساس الگوی درک طراحیمحور و گروه کنترل (یک کلاس 30 نفری) به شیوه مرسوم آموزش دیدند. برای تجزیه و تحلیل دادههای جمعآوری شده از آمارههای توصیفی (جداول توزیع فراوانی، کمینه، بیشینه، میانگین و انحراف معیار) و آمار استنباطی (تحلیل کوواریانس تکمتغیره) تحت نرم افزار SPSS 25 استفاده شد. نتایج نشان داد الگوی برنامهدرسی مبتنی بر درک طراحیمحور با تمرکز بر نتایج مطلوب یادگیری و ساختارمند کردن فعالیتهای یادگیری و نیز ایجاد یک چرخه مستمر شناسائی و اصلاح مشکلات یادگیری دانشآموزان، به طور معناداری بر افزایش پیشرفت تحصیلی دانشآموزان تاثیر میگذارد. همچنین تاکید درک طراحیمحور بر استفاده از ارزشیابیهای اصیل و معتبر، دانشآموزان را به استفاده از مهارتهای حلمسئله در دنیای واقعی و موقعیتهای عملی تشویق کرده و بر افزایش ادراک حلمسئله دانشآموزان تاثیر میگذارد.
The purpose of this study was to evaluate how the Understanding by Design (UbD) curriculum affected the science achievement and problem-solving perception of sixth-grade students in science. The study took place in Shabestar city during the fall semester of the 2023-2024 academic year and involved 60 students who were randomly assigned to either an experimental group or a control group, with 30 students in each group. The students had similar scores on a pre-test of science knowledge. The data collection instruments were a teacher-made achievement test and a problem-solving perception questionnaire was designed by Heppner and Petersen (1982) using a 5-point Likert scale. The instruments had a split-half reliability coefficient of 87% and a Cronbach’s alpha of 85%, respectively. The experimental group received instruction using the UbD curriculum, while the control group followed the traditional curriculum. To analyze the collected data, descriptive statistics such as frequency distribution tables, minimum, maximum, mean, and standard deviation and inferential statistics such as univariate analysis of covariance) with SPSS 25 software were used.The results showed that the UbD curriculum significantly increased the students’ science achievement and problem-solving perception compared to the traditional curriculum. These findings indicate that the UbD curriculum is a more effective and engaging way of teaching science to sixth-grade students, as it fosters their understanding of the subject matter and their problem-solving perception. This study contributes to the growing body of evidence that supports the use of backward design and authentic assessment in science education.
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