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تأثیر روش آموزش علوم مبتنی بر پژوهش بر پیشرفت تحصیلی و مهارت حل مسئله دانش‌آموزان پایه ششم ابتدایی ناحیه یک شهر یزد

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای تخصصی برنامه‌ریزی درسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.

2 استادیار، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.

3 استاد، 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.

کلیدواژه‌ها

عنوان مقاله [English]

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 okhovat 1
  • Gholam Reza Ahmadi 2
  • Ahmad Ali Foroughi Abari 3

1 Phd student, Curriculum Planning, Islamic Azad University of Isafahan (khorasgan), Isfahan, Iran.

2 Assistant Professor, Curriculum Planning, Islamic Azad University of Isafahan (khorasgan), Isfahan, Iran.

3 Professor, 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
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پژوهش در برنامه ریزی درسی
دوره 14، شماره 54 - شماره پیاپی 54
آذر 1396
صفحه 147-159
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