مطالعات برنامه درسی

مطالعات برنامه درسی

اثربخشی روش های تدریس سازنده گرایی اجتماعی (E5) و پیش سازمان دهنده در درس علوم تجربی بر یادگیری خودراهبر دانش آموزان ششم ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 ایران، تبریز، دانشگاه تبریز، دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی، دانشجوی دکتری مطالعات برنامه درسی
2 ایران، تبریز، دانشگاه تبریز، دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی، استاد تمام مطالعات برنامه درسی
3 ایران، تبریز، دانشگاه تبریز، دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی، استاد تمام روانشناسی
چکیده
این پژوهش با هدف مقایسه اثربخشی روش‌های تدریس سازنده گرایی اجتماعی (E5) و پیش سازمان‌دهنده بر یادگیری خودراهبر دانش‌آموزان دختر ششم ابتدایی انجام شد. روش پژوهش، شبه ‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون و سه گروه (دو گروه آزمایش و یک گروه گواه) بود. جامعه آماری شامل دانش‌آموزان دختر ششم ابتدایی بستان‌آباد بود که 60 نفر به‌صورت تصادفی در سه گروه 20 نفره انتخاب شدند. ابزار پژوهش شامل پرسشنامه استاندارد فیشر (2001) برای سنجش یادگیری خودراهبر و بسته آموزشی محقق‌ساخته برای تدریس بود. تحلیل داده‌ها با استفاده از تحلیل کوواریانس چند متغیره نشان داد که هر دو روش تدریس تأثیر معناداری بر یادگیری خودراهبر داشتند. بیشترین تاثیر هر دو روش مربوط به مولفه انگیزش برای یادگیری و کمترین تاثیر بر مولفه خودکنترلی مشاهده شد. همچنین تفاوت معناداری میان اثربخشی این دو روش مشاهده نشد. در نتیجه، پیشنهاد می‌شود معلمان در تدریس علوم و سایر دروس از این روش‌ها استفاده کرده و با بهره‌گیری از آن‌ها یادگیری خودراهبر دانش‌آموزان را بهبود بخشند.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

The Effectiveness of Social Constructivist (E5) and Advance Organizer Teaching Methods in Experimental Science Education on the Self-Directed Learning of Sixth-Grade Students

نویسندگان English

Hannaneh Beheshti 1
Yousef Adib 2
Rahim Badri Gargari 3
1 Tabriz University
2 Iran, Tabriz, University of Tabriz, Faculty of Educational Sciences and Psychology, Department of Educational Sciences Professor of Curriculum Studies
3 Iran, Tabriz, University of Tabriz, Faculty of Educational Sciences and Psychology, Department of Educational Sciences Professor of Psychology
چکیده English

This study aimed to compare the effectiveness of E5 (Social Constructivist) and Advance Organizer teaching methods on the self-directed learning of sixth-grade female students. The research employed a quasi-experimental design with a pretest-posttest framework and three groups (two experimental and one control group). The statistical population comprised sixth-grade female students in Bostanabad, and a sample of 60 students was randomly assigned to three groups of 20. Data collection instruments included Fisher’s (2001) standardized questionnaire for assessing self-directed learning and a researcher-developed instructional package. Multivariate analysis of covariance (MANCOVA) revealed that both teaching methods had a significant impact on self-directed learning. The highest effect for both methods was observed in the “motivation for learning” component, while the lowest was noted in “self-control.” No significant difference was found between the effectiveness of the two methods. Accordingly, it is recommended that teachers incorporate these approaches into science and other subject instruction to enhance students’ self-directed learning.

کلیدواژه‌ها English

Social Constructivist Teaching Method
Advance Organizer Method
Self-Directed Learning
Science Education
Learning
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  • تاریخ دریافت 27 اسفند 1403
  • تاریخ بازنگری 15 خرداد 1404
  • تاریخ پذیرش 05 تیر 1404