مقایسه اثر بخشی آموزش متقابل و چرخۀ تفکر بر دانش فراشناختی و خودپنداره آموزشی دانش‌آموزان دختر پایه پنجم شهر شیراز
محورهای موضوعی : روانشناسی تربیتی
طاهره نکوئیان
1
,
احمد غضنفری
2
,
طیبه شریفی
3
,
مریم چرامی
4
1 - گروه روانشناسی،واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران
2 - دانشیار گروه روانشناسی، دانشگاه آزاد اسلامی، واحد شهرکرد، شهرکرد، ایران
3 - گروه روانشناسی،واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران
4 - گروه روانشناسی،واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران
کلید واژه: چرخۀ تفکر, دانش فراشناختی, خودپنداره آموزشی, آموزش متقابل,
چکیده مقاله :
تحول برخی از ویژگی هایی شخصیتی و تربیتی در دوره ابتدایی پایه ریزی می شود. از جمله ویژگی هایی شخصیتی و تربیتی که نیاز مبرم جهت بهبود آنان وجود دارد، دانش فراشناختی و خودپنداره آموزشی دانش‌آموزان می باشد. در پژوهش حاضر مقایسه اثربخشی آموزش متقابل و چرخۀ تفکر بر دانش فراشناختی و خودپنداره آموزشی دانش‌آموزان دختر پایه پنجم شهر شیراز مورد بررسی قرار گرفت. مطالعۀ حاضر نیمه آزمایشی است، که از جامعۀ دانش‌آموزان دختر پایه پنجم شهر شیراز، 34 دانش‌آموز با استفاده از روش نمونه‌گیری خوشه ای انتخاب شدند. ابزارهای پژوهش، شامل پرسشنامه های دانش فراشناختی و خودپنداره آموزشی بود. تجزیه و تحلیل داده‌ها با روش تحلیل کوواریانس چندمتغیری با استفاده از نرم‌افزارSPSS-22 انجام شد. نتایج نشان داد آموزش متقابل و چرخۀ تفکر بر افزایش دانش فراشناختی (61/0=Partial ŋ2، 001/0=p ، 73/106=F) تأثیر معناداری داشت، همچنین، آموزش متقابل و چرخۀ تفکر بر افزایش خودپنداره آموزشی (57/0=Partial ŋ2، 001/0=p ، 81/100=F) تأثیر معناداری داشت، اما بین اثربخشی آموزش متقابل و چرخۀ تفکر بر دانش فراشناختی و خودپنداره آموزشی دانش‌آموزان تفاوت معناداری وجود نداشت (05/0<p). پژوهش حاضر نشان داد آموزش متقابل و چرخۀ تفکر میزان دانش فراشناختی و خودپنداره آموزشی دانش‌آموزان را بهبود می بخشد. بر این اساس، دانش‌آموزان در فرایند آموزش متقابل و چرخۀ تفکر، یاد می گیرند به فرایند ذهنی از طریق آموزش راهبردهای رفتاری، شناختی و فراشناختی آگاهی یابند، و در این مسیر، میزان دانش فراشناختی و خودپنداره آموزشی را بهبود می دهند.
The development of some personality and educational traits is established in the elementary school. Among the personality and educational traits that are in urgent need of improvement are metacognitive knowledge and educational self-concept. In the present study, the effectiveness of reciprocal education and thinking cycle on metacognitive knowledge and educational self-concept of fifth grade female students in Shiraz was investigated. The present study is a quasi-experimental study in which 34 students from the fifth grade female students in Shiraz were selected using cluster sampling. Research tools included metacognitive knowledge questionnaires and educational self-concept. Data analysis was performed by multivariate analysis of covariance using SPSS-22 software. The results showed that reciprocal education and thinking cycle had a significant effect on increasing metacognitive knowledge (Partial ŋ2= 0.61, p = 0.001, F= 106.73). Also, reciprocal education and thinking cycle increased educational self-concept (Partial ŋ2=0.57, p = 0.001, F = 100.81) had a significant effect, but there was no significant difference between the effectiveness of reciprocal education and thinking cycle on students' metacognitive knowledge and educational self-concept (p > 0.05). The present study showed that reciprocal education and thinking cycle improve students' metacognitive knowledge and educational self-concept. Accordingly, students in the process of reciprocal education and the cycle of thinking, learn to become aware of the mental process through the teaching of behavioral, cognitive and metacognitive strategies, and in this way, improve the amount of metacognitive knowledge and educational self-concept.
ایزدی، صمد و محمدزاده ادملایی، رجبعلی (1386). بررسی رابطه سبک‌های یادگیری ویژگی‌های شخصیتی و عملکرد تحصیلی دانش آموزان. مجله دانشور رفتار، 14 (27): 15-29.
سیف، علی‌اکبر (1396). روانشناسی پرورشی نوین. تهران: نشر دوران.
رضایی، اکبر و کرمانیزاده، رکسانا (1394). تأثیر آموزش متقابل بر بهبود درک مطلب و خواندن دانش‌آموزان نارساخوان. مجلهی ناتوانیهای یادگیری، 4(4): 49-46.
عبدی، علی (1393). بررسی اثربخشی تدریس مبتنیبر الگوی چرخه یادگیری هفت مرحلهای بر بهبود مهارتهای تفکر نقادانه و حل مسأله دانش‌آموزان پسر دورهی اول متوسطه. مجله علمی- پژوهشی تفکر و کودک، 5 (2): 78-91.
کردنوقابی، رسول و درتاج، فریبرز (1396). نظریههای آموزش: الگوها، راهبردها، روشها و فنون. تهران: انتشارات دانشگاه علامه طباطبایی.
Abdi. A. (2014). Evaluation of the effectiveness of teaching based on the seven-step learning cycle model on improving critical thinking skills and problem solving in junior high school male students. Scientific-Research Journal of Thought and Child, 5(2): 78-91 [In Persian].
Abdu, Q., Sumarmo, U. (2013). Improving Mathematical Communication Ability and Self-concept Learning of Junior High Students by Using Reciprocal Teaching.Journal on Mathematics Education, 4(1):59-74.
Asyari, M., & Ikhsan, M. (2019). The Effectiveness of Inquiry Learning Model in Improving Prospective Teachers' Metacognition Knowledge and Metacognition Awareness. International Journal of Instruction, 12(2): 455-470.
Bong, J. (2020). Qualitative Exploration of Designing Online Reciprocal Teaching for Scaffolding Metacognitive Strategy Use for College Students.The Florida State University, ProQuest Dissertations Publishing. 27743067.
Ching, H., & Shu, C. (2015). Effects of Online Reciprocal Teaching on Reading Strategies, Comprehension, Self-Efficacy, and Self-concept. Journal of Educational Computing Research, 52(3): 381-407.
Dicke, T., Marsh, H. W., Parker, P. D., Pekrun, R., Guo, J., & Televantou, I. (2018). Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects. Journal of Educational Psychology, 110(8): 1112–1126. https://doi.org/10.1037/edu0000259.
Eide, R.; Jenison, D; Mickelson, K; & Northrup, L. (2018). Engineering Fundamentals and Problem Solving. Iowa State University Digital Press.
Franz, R., Gerda, H., Josef, K., & Alexander, S. (2020). On the Impact of Learning Cycle Teaching on Austrian High School Students’ Emotions, Academic Self-Concept, Engagement, and Achievement. Journal of Research in Science Education,50(6). https://doi.org/10.1007/s11165-020-09918-w
Gelles, D. (2015). Mindful work: How meditation is changing business from the inside out. Boston: Eamon Dolan.
Good, D. J., Lyddy, C. J., Glomb, T. M., Bono, J. E., Brown, K. W., Duffy, M. K., Baer, R. A., Brewer, J. A., & Lazar, S. W. (2016). Contemplating mindfulness at work: An integrative review. Journal of Management, 42(2): 114–142.
Hafenbrack, A. C. (2017). Mindfulness meditation as an on-the-spot workplace intervention. Journal of Business Research, 75(2): 118–129.
Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations, Journal of School Psychology, 49(5): 505-528.
Izadi, p., & Mohammadzade Admolaei, A. (2007). Investigating the relationship between learning styles, personality traits and students' academic performance. Journal of Knowledge Behavior, 14(27): 15-29 [In Persian].
Liu, W.C. & Wang, C.K.J. (2005). Academic self-concept: A cross-sectional study ofgrade and gender differences in a Singapore Secondary School. Asia Pacific Education Review, 6(1): 20-27.
Oneil, H., & Abedi. (1996). Reliability and validity of a state metacognitive assessment, Journal of educational research, 89(4): 234-245.
Kordnoghbi, R., & Dortaj, F. (2017). Education Theories: Patterns, Strategies, Methods and Techniques. Tehran: Allameh Tabatabaei University Press [In Persian].
Mariska, O., Roel, v., Amos, J. S., & Peter J. (2018). Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills.Journal of Research in Reading, 41(1): 20-41 https://doi.org/10.1111/1467-9817.12082.
Rezaei, A., & Kermanizadeh, R. (1394). The effect of mutual education on improving comprehension and reading of dyslexic students. Journal of Learning Disabilities, 4(4): 49-46 [In Persian].
Richard, R., Deegan, B. F., & Klena, J. C. (2014). The learning styles of orthopedic residents, faculty, and applicants at an academic program. Journal of Surgical Education, 71(1): 110–8.
Rizki, M., & Lucia, M. (2017). Reciprocal Teaching with Buddy to Improve Metacognitive Strategies of a High School Student with Reading Comprehension Difficulties. Proceedings of the 1st International Conference on Intervention and Applied Psychology (ICIAP 2017).
Sagir, S. U. (2011). Research on problem solving skills of teacher candidate. E-Journal of New World Science Academy, 41(6): 2482-2494.
Seif, A. (2017). Modern Educational Psychology. Tehran: Doran Publishing [In Persian].
Wolfolk, A. E. (2012). Educational Psychology. Ohio: The Ohio State University.
Yen, J. H. (2015). The effects of reciprocal teaching (RT) on metacognitive awareness and reading comprehension in junior college students. International Journal of Teaching and Education, 3(4):15-32.
_||_Abdi. A. (2014). Evaluation of the effectiveness of teaching based on the seven-step learning cycle model on improving critical thinking skills and problem solving in junior high school male students. Scientific-Research Journal of Thought and Child, 5(2): 78-91 [In Persian].
Abdu, Q., Sumarmo, U. (2013). Improving Mathematical Communication Ability and Self-concept Learning of Junior High Students by Using Reciprocal Teaching.Journal on Mathematics Education, 4(1):59-74.
Asyari, M., & Ikhsan, M. (2019). The Effectiveness of Inquiry Learning Model in Improving Prospective Teachers' Metacognition Knowledge and Metacognition Awareness. International Journal of Instruction, 12(2): 455-470.
Bong, J. (2020). Qualitative Exploration of Designing Online Reciprocal Teaching for Scaffolding Metacognitive Strategy Use for College Students.The Florida State University, ProQuest Dissertations Publishing. 27743067.
Ching, H., & Shu, C. (2015). Effects of Online Reciprocal Teaching on Reading Strategies, Comprehension, Self-Efficacy, and Self-concept. Journal of Educational Computing Research, 52(3): 381-407.
Dicke, T., Marsh, H. W., Parker, P. D., Pekrun, R., Guo, J., & Televantou, I. (2018). Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects. Journal of Educational Psychology, 110(8): 1112–1126. https://doi.org/10.1037/edu0000259.
Eide, R.; Jenison, D; Mickelson, K; & Northrup, L. (2018). Engineering Fundamentals and Problem Solving. Iowa State University Digital Press.
Franz, R., Gerda, H., Josef, K., & Alexander, S. (2020). On the Impact of Learning Cycle Teaching on Austrian High School Students’ Emotions, Academic Self-Concept, Engagement, and Achievement. Journal of Research in Science Education,50(6). https://doi.org/10.1007/s11165-020-09918-w
Gelles, D. (2015). Mindful work: How meditation is changing business from the inside out. Boston: Eamon Dolan.
Good, D. J., Lyddy, C. J., Glomb, T. M., Bono, J. E., Brown, K. W., Duffy, M. K., Baer, R. A., Brewer, J. A., & Lazar, S. W. (2016). Contemplating mindfulness at work: An integrative review. Journal of Management, 42(2): 114–142.
Hafenbrack, A. C. (2017). Mindfulness meditation as an on-the-spot workplace intervention. Journal of Business Research, 75(2): 118–129.
Huang, C. (2011). Self-concept and academic achievement: A meta-analysis of longitudinal relations, Journal of School Psychology, 49(5): 505-528.
Izadi, p., & Mohammadzade Admolaei, A. (2007). Investigating the relationship between learning styles, personality traits and students' academic performance. Journal of Knowledge Behavior, 14(27): 15-29 [In Persian].
Liu, W.C. & Wang, C.K.J. (2005). Academic self-concept: A cross-sectional study ofgrade and gender differences in a Singapore Secondary School. Asia Pacific Education Review, 6(1): 20-27.
Oneil, H., & Abedi. (1996). Reliability and validity of a state metacognitive assessment, Journal of educational research, 89(4): 234-245.
Kordnoghbi, R., & Dortaj, F. (2017). Education Theories: Patterns, Strategies, Methods and Techniques. Tehran: Allameh Tabatabaei University Press [In Persian].
Mariska, O., Roel, v., Amos, J. S., & Peter J. (2018). Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills.Journal of Research in Reading, 41(1): 20-41 https://doi.org/10.1111/1467-9817.12082.
Rezaei, A., & Kermanizadeh, R. (1394). The effect of mutual education on improving comprehension and reading of dyslexic students. Journal of Learning Disabilities, 4(4): 49-46 [In Persian].
Richard, R., Deegan, B. F., & Klena, J. C. (2014). The learning styles of orthopedic residents, faculty, and applicants at an academic program. Journal of Surgical Education, 71(1): 110–8.
Rizki, M., & Lucia, M. (2017). Reciprocal Teaching with Buddy to Improve Metacognitive Strategies of a High School Student with Reading Comprehension Difficulties. Proceedings of the 1st International Conference on Intervention and Applied Psychology (ICIAP 2017).
Sagir, S. U. (2011). Research on problem solving skills of teacher candidate. E-Journal of New World Science Academy, 41(6): 2482-2494.
Seif, A. (2017). Modern Educational Psychology. Tehran: Doran Publishing [In Persian].
Wolfolk, A. E. (2012). Educational Psychology. Ohio: The Ohio State University.
Yen, J. H. (2015). The effects of reciprocal teaching (RT) on metacognitive awareness and reading comprehension in junior college students. International Journal of Teaching and Education, 3(4):15-32.