شمسی پاپکیاده, سیده زهرا, شبیری, سید محمد. (1398). ارزیابی تأثیر یادگیری سیار در ارائه آموزش‌های زیست‌محیطی با استفاده از مدل تئوری عمل مستدل. پژوهش در برنامه ریزی درسی, 16(60), 133-144.
سیده زهرا شمسی پاپکیاده; سید محمد شبیری. "ارزیابی تأثیر یادگیری سیار در ارائه آموزش‌های زیست‌محیطی با استفاده از مدل تئوری عمل مستدل". پژوهش در برنامه ریزی درسی, 16, 60, 1398, 133-144.
شمسی پاپکیاده, سیده زهرا, شبیری, سید محمد. (1398). 'ارزیابی تأثیر یادگیری سیار در ارائه آموزش‌های زیست‌محیطی با استفاده از مدل تئوری عمل مستدل', پژوهش در برنامه ریزی درسی, 16(60), pp. 133-144.
شمسی پاپکیاده, سیده زهرا, شبیری, سید محمد. ارزیابی تأثیر یادگیری سیار در ارائه آموزش‌های زیست‌محیطی با استفاده از مدل تئوری عمل مستدل. پژوهش در برنامه ریزی درسی, 1398; 16(60): 133-144.
ارزیابی تأثیر یادگیری سیار در ارائه آموزش‌های زیست‌محیطی با استفاده از مدل تئوری عمل مستدل
افزایش نگرانی در مسائل مختلف زیست‌محیطی و نیاز به پاسخگویی به جوامع جهانی، کاربرد فناوری اطلاعات و ارتباطات را در نظام‌های آموزشی و دانشگاهی به یک برنامه و جریان آموزشی فعال تبدیل کرد؛ اما مقدم بر کاربرد آن، باید عامل‌های مؤثر بر پذیرش و استفاده از این پدیده شناسایی شوند. این پژوهش به بررسی ارائه آموزش‌های زیست‌محیطی از طریق فناوری تلفن همراه با روش پژوهش، توصیفی از نوع تحقیقات مبتنی بر پیش‌بینی می‌پردازد. جامعة آماری شامل دانش‌آموزان شهر تهران در سال تحصیلی 1394 به تعداد 2422905 نفر است که با روش نمونه‌گیری خوشه‌ای طبقه‌ای تصادفی با انتساب متناسب، منطقه 12 انتخاب شد از بین مدارس این منطقه دانش‌آموزان پایه نهم به‌صورت تصادفی به تعداد 350 نفر برای بررسی انتخاب گردید. برای گردآوری داده‌های این پژوهش درزمینة پذیرش یادگیری سیار از پرسشنامة تدوین شدة چئون و همکارانش استفاده گردید. روایی پرسشنامه با نظرات متخصصان و صاحب‌نظران مورد تأیید قرار گرفت. برای بررسی پایایی از آلفای کرونباخ استفاده شده است که این مقدار برای متغیرهای پژوهش بیش از 7/0 به دست آمد که نشان‌دهنده پایایی درونی مطلوب پرسشنامه است. تحلیل داده‌ها با نرم‌افزارهای آماری SPSS و LISREL نسخه 8/8 انجام گرفت. یافته‌های حاصل از تحلیل مسیر در پژوهش هنجار ذهنی، نگرش و قصد رفتاری نقش معناداری در تمایل دانش‌آموزان به استفاده از فناوری آموزش سیار در یادگیری آموزش محیطزیست را نشان دادند.
Mobile learning in environmental impact assessment training using theory of reasoned action
نویسندگان [English]
Seyedeh Zahra Shamsi1؛ Seyed Mohammad shobeiri2
1PhD Student of Environmental Education, Payame-e Noor University
2professor, Department of Environmental Education, Payame Noor University and Head of UNESCO Chair on Environmental Education Tehran, Iran.
چکیده [English]
Increasing concern in various environmental issues and the need to respond to global societies transformed the use of information and communication technology into academic and academic systems into an active curriculum and curriculum. But prior to its application, the factors that affect the acceptance and use of this phenomenon should be identified. This research studies the provision of environmental education through mobile technology with research methodology, descriptive type of research based on prediction. The statistical population includes 2422905 students in Tehran during the academic year 1394, selected by stratified cluster sampling with proportional assignment. Out of the schools of this region, the 9th grade students were randomly selected to sample 350 people. To collect data, this study was conducted on the adoption of mobile learning from the questionnaire developed by Cheon et al. Validity of the questionnaire was approved by experts and experts. For reliability evaluation, Cronbach's alpha was used, which was more than 0.7 for research variables, indicating the internal reliability of the questionnaire. Data were analyzed by SPSS software and LISREL version 8.8. The findings of path analysis in the research of subjective norm, attitude and behavioral intention showed a significant role in students' desire to use mobile education technology in learning environmental education.
کلیدواژه‌ها [English]
Environmental Education, Cellular phone, Mobile Learning, The theory of reasoned action
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