اخوت, علی محمد, احمدی, غلامرضا, فروغی, احمدعلی. (1396). تأثیر روش آموزش علوم مبتنی بر پژوهش بر پیشرفت تحصیلی و مهارت حل مسئله دانش‌آموزان پایه ششم ابتدایی ناحیه یک شهر یزد. پژوهش در برنامه ریزی درسی, 14(54), 147-159.
علی محمد اخوت; غلامرضا احمدی; احمدعلی فروغی. "تأثیر روش آموزش علوم مبتنی بر پژوهش بر پیشرفت تحصیلی و مهارت حل مسئله دانش‌آموزان پایه ششم ابتدایی ناحیه یک شهر یزد". پژوهش در برنامه ریزی درسی, 14, 54, 1396, 147-159.
اخوت, علی محمد, احمدی, غلامرضا, فروغی, احمدعلی. (1396). 'تأثیر روش آموزش علوم مبتنی بر پژوهش بر پیشرفت تحصیلی و مهارت حل مسئله دانش‌آموزان پایه ششم ابتدایی ناحیه یک شهر یزد', پژوهش در برنامه ریزی درسی, 14(54), pp. 147-159.
اخوت, علی محمد, احمدی, غلامرضا, فروغی, احمدعلی. تأثیر روش آموزش علوم مبتنی بر پژوهش بر پیشرفت تحصیلی و مهارت حل مسئله دانش‌آموزان پایه ششم ابتدایی ناحیه یک شهر یزد. پژوهش در برنامه ریزی درسی, 1396; 14(54): 147-159.
تأثیر روش آموزش علوم مبتنی بر پژوهش بر پیشرفت تحصیلی و مهارت حل مسئله دانش‌آموزان پایه ششم ابتدایی ناحیه یک شهر یزد
1دانشجوی دکترای تخصصی برنامه‌ریزی درسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
2استادیار، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
3استاد، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
چکیده
هدف از این پژوهش تأثیر روش آموزش علوم مبتنی بر پژوهش بر پیشرفت تحصیلی و مهارت حل مسئله دانش‌آموزان پایه ششم ابتدایی بود. بدین منظور از بین دبستان‌های ناحیه 1 شهر یزد، یک مدرسه به‌صورت نمونه‌گیری تصادفی از نوع خوشه‌ای چندمرحله‌ای انتخاب و از بین دانش‌آموزان پایه ششم آن مدرسه 30 دانش‌آموز را انتخاب و به‌صورت تصادفی در دو گروه 15 نفری کنترل و آزمایش تقسیم شدند. ابزارهای پژوهش شامل پرسشنامه استاندارد مهارت حل مسئله هپنر و کراسکوف (Heppner,1988) و آزمون معلم ساخته و نمرات درس علوم تجربی بود که روایی پرسشنامه با مقادیر آلفایی بین 72/0. تا 85/0. در خرده مقیاس‌ها (72/0.PC،84/0AA ، 85/0 PSC) و 90/. برای مقیاس کلی و پایایی آن از طریق آلفای کرونباخ در دامنة 83/0 تا 89/0 محاسبه گردیده است. روایی صوری و محتوایی آزمون معلم ساخته با اعمال‌نظر متخصصان تأیید شد و برای تعیین محاسبه پایایی آزمون از ضریب پایایی مصحح استفاده شد که مقدار پایایی آن 87/0 به دست آمد. داده‌ها با استفاده از نرم‌افزار آماری SPSS19 و آزمون تحلیل کوواریانس و آزمون t، مورد تحلیل قرار گرفتند. نتایج نشان داد که در سطح اطمینان 95 درصد، روش آموزش علوم مبتنی بر پژوهش بر مؤلفه‌های پیشرفت تحصیلی، مهارت حل مسئله، اعتماد به حل مسائل و کنترل شخصی تأثیر معنادار داشته و بر مؤلفه سبک گرایش - اجتناب دانش‌آموزان تأثیر معناداری نداشته است.
The Effect of Educational Science Education Method on Academic Achievement and Problem Solving Skills in the 6th Primary Students of a District in a City of Yazd
نویسندگان [English]
alimohamad okhovat1؛ Gholam Reza Ahmadi2؛ Ahmad Ali Foroughi Abari3
1Phd student, Curriculum Planning, Islamic Azad University of Isafahan (khorasgan), Isfahan, Iran.
2Assistant Professor, Curriculum Planning, Islamic Azad University of Isafahan (khorasgan), Isfahan, Iran.
3Professor, Curriculum Planning, Islamic Azad University of Isafahan (khorasgan), Isfahan, Iran.
چکیده [English]
The purpose of this study was the evaluate of the effect inveness of teaching based on research oriented on school achievement and problem solving skill. The research method was quasa exprimental. The population consisted of all 6th grader students and the sample was an elementary school which randomly was selected. Among all 6th grader students 30 students who were ready to participate in this study were randomly divided to two experimental and control group. The instruments included standard questionnaires and problem-solving skills Heppner and CRASKOF (Heppner, 1988) and test scores in science class teacher and the validity of alpha values between 0.72_ 0.85 and subscales (0.72.PC ,0.84 AA, 0.85 PSC) and 0.90 For the overall scale and reliability through Cronbach's alpha in the range 0.83 to 0.89 calculated. The validity of teacher-made tests regarding the number of science teachers and one who teaches history of science at the University of educators were determined. To determine the reliability of the test with a history of two teachers and science education experts were asked to independently test 20 sheets of papers to correct. Agreement coefficient was calculated between two corrector 0.87 Both group completed HEPS and CRASKOF problem solving questionnaire and the science test as pre- test. The experimental group received 24 sessions of teaching science based on research oriented method, while the control group were taught through traditional method. Then both group received problem solving skill test and the science post test. The data were analyzed using (SPSS19) T-test and CO-variance. The finding indicated that the experimental group in both school achievement and the ability of problem solving were significanty better than control group.
کلیدواژه‌ها [English]
Teachings science Based on of Research Oriented Methods, Education, academic achievement, Problem-Solving Skills
مراجع
Adib Nia , A. (2006). A Study of Barriers to Implementing active teaching Method in Primary Schools of Tehran , Research Project. Research Institute for Curriculum Planning and Educational Innovations. [persian]
Ahmadi G , Abdolmaleki Sh. (2012). The effect of Teaching Science based on of exploration Approach on Creativity and Motivation of students. Journal of Innovation and Creativity in Human Science,2(2): 95-123. [persian]
Azadmard S, Kajbaf M B , Faramarzi S , Talebi H. (2016). The effect of education on the basis of the successful intelligence on the teacher- student learning cognitive out come in the educational Psychology lesson. Journal of Research in Curriculum Planing, 13(23): 40- 52. [persian]
Bryant , Courtney. (2010). Creattivity and Technology. Journal Articles: Reports Evaluative Art Education, 763n2p: 43- 48.
Clark, C.J. (2002).Problem Solving and Personality Factors of Two At- risk College Populations. Unpublished doctoral dissertation, University of West Virginia.
Einstein , A. (2007). Inquiry- based approaches to science education, Theory and practice. Journal of Research in Science Teaching. Nov 68. Available from:http://www.brynmawr.edu/biology/franklin/inq yBasedscience.html.
Exline, J. (2008). What Is Inquiry – Based Learning. www.Sagepublice.ac.ir.
Forbes C T , Davis E. A. (2010). Beginning Elementary Teachers' Beliefs about the Use of Anchoring Questions in Science: A Longitudinal Study. Science Education, 94 (2): 365- 387.
Joyner B, Young L. (2006). Teaching medical students using role play: twelve tips for successful role plays. Med Teach , 28(3): 225 – 229
Kamali Ardakani, Z. (2014). The effect of Teaching method based on research in teaching of Science on educational achievement and creativity of Third grade Elementary Female students of Ardakan (M.A dissertatio), Islamic Azad University Ardakan Branch.. [persian]
Keramati , M R. (2008). The effect cooperative learning in students achievement in physical. Journal of Psychology and Education , 38(2): 127-165. [persian]
Keramati , M R. (2005). New and different view to cooperative learning approach. Mashhad: Fara Angiesh. [persian]
Khalvandy F , Bazr Afshan M. (2016). Effect of the cooperative learning on students, educational performance and attitude on the basis of Jigsaw puzzle Pattern. Journal of Research in Curriculum Planing , 13(23): 113-125. [persian]
Khoftehdel M ,Adib Nia A , Mohajer Y. (2015). The Comparision of the effect of cooperative teaching method and E5 teaching method on academic achievement and social skills. Journal of Research in Curriculum Planing. 2(19): 90- 103. [persian]
Kyng , H. (2011). The decrease in creative thinking scores on the Torrance test of creative thinking. Creativity Research Journal, 23(4): 285-295.
Mirascieva , S. (2010).The interated access in the preparation and planning of the teaching process at the primary schools in republic of Macedonia. Procedia Social and Behavioral Sciences, 2, 5059- 5065. [persian]
Mir Darikvand F , Haji Husain Nezhad G R, Asgari M A, Adib Manesh M. (2016). The effect of active teaching method on academic performance in science. Journal of Research in Curriculum Planing , 12(20):133-144. [persian]
Pashaei Ardakani S. (2014). The effect of brainstorming teaching method on creativity and educational achievement of Sixth grande elementary Female students of Ardakan (M.A dissertatio), Islamic Azad University Ardakan Branch.. [persian]
Serin, O.; Serin, N. B. & Saygili, G. (2009). The effect of educational technologies and material supported science and technology teaching on the problem solving skills of 5th grade primary school student. Procedia Social and Behavioral Sciences, 660-670.
Shabani , H. (2008). Educational Skills ( Teaching Techniques and Methods).Tehran: SAMT.
Shabani, V. ( 2015). The effect of Teaching method based on research in teaching of social studies on educational achievement and creativity of Fifth grade students of Yazd(M.A dissertatio), Islamic Azad University.. [persian]
Strong ,A. &Silver, M. &Perini, D. (2004). Teaching what matters most standard and strategies for raising student's achievement, ASCD Pub. New York.
Thompson, S. D.; Lynda, M.; Lynne, R. & Branson, D. (2003). Assessing critical thinking and problem solving using a Web-based curriculum for students. The Internet and Higher Education, 6(2), 185-191.
Vasilii, A., A, Hassanzadeh and Zare, Z. ( 2009). Effects of two educational method of lecturing and role playing on knowledge and performance of high school students in first aid at emergency scene. IJNMR/Winter; Vol 15, No 1: 8-13
ابتدای صفحه