مقایسه اثربخشی روش‌های تدریس یادگیری مبتنی بر مسئله و سخنرانی بر هیجانهای پیشرفت تحصیلی
محورهای موضوعی : روانشناسی بالینیرحیم بدری گرگری 1 , شهرام واحدی 2 , یوسف ادیب 3 , سینا شفیعی-سورک 4
1 - دانشیار دانشگاه تبریز
2 - دانشیار دانشگاه تبریز
3 - دانشیار دانشگاه تبریز
4 - دانشجوی دکتری روانشناسی تربیتی دانشگاه تبریز
کلید واژه: سخنرانی, یادگیری مبتنی بر مسئله, هیجانهای پیشرفت تحصیلی,
چکیده مقاله :
این پژوهش شبه تجربی با هدف مقایسه اثربخشی روش تدریس یادگیری مبتنی بر مسئله و روش تدریس سخنرانی بر هیجانهای پیشرفت تحصیلی دانشجوـمعلمان انجام شد. براساس طرح پیش آزمون - پس آزمون با گروه گواه نامعادل فرضیه های پژوهش آزمون شد. با استفاده از روش نمونه برداری در دسترس، دو کلاس از دانشگاه فرهنگیان یزد به عنوان نمونه پژوهش انتخاب و به صورت تصادفی در گروه آزمایش (35=n) و گروه گواه (33=n) جایگزین شدند. گروه آزمایشی روش آموزشی مبتنی بر مسئله و گروه گواه روش آموزشی مبتنی بر سخنرانی دریافت کردند. شرکت کنندگان به پرسشنامه هیجانهای پیشرفت تحصیلی (پکران، گوئتز، تیتز و پری ، 2002) پاسخ دادند. نتایج تحلیل کوواریانس تک متغیری نشان داد یادگیری مبتنی بر مسئله در مقایسه با روش سخنرانی، اثربخشی بیشتری بر هیجانهای مثبت پیشرفت تحصیلی مرتبط با کلاس درس شامل لذّت از کلاس، امیدواری به کلاس، افتخار به کلاس، و هیجان های مثبت مرتبط با یادگیری شامل لذّت از یادگیری، امیدواری به یادگیری و افتخار به یادگیری دارد. بنابراین، رویآورد یادگیری مبتنی بر مسئله میتواند به عنوان جایگزینی مناسب برای روش سنتی سخنرانی در آموزش دانشجومعلمان مورد توجه قرار گیرد.
this quasi-experimental study aimed to compare the effectiveness of problem-based learning (PBL) and traditional lecture-based learning (LBL) on achievement emotions among teacher students. The pretest posttest nonequivalent control group design was used to test the research hypotheses. Using convenience sampling, two classes were selected from Farhangian University in Yazd, Iran.The classes randomly assigned into the experimental group (n=35) and control group (n=33). The experimental group received PBL and the control group received LBL. The participants completed the Achievement Emotions Questionnaire (Pekrun, Goetz, Titz & Perry, 2002). The results of univariate analysis of covariance indicated that PBL was more effective than LBL in positive class-related emotions, including enjoyment, hope, and pride, and in positive learning-related emotions, including enjoyment, hope, and pride.The finding suggested that the PBL approach can be an alternative to the traditional lecture method in the education of teacher students.
خوشنویساصل، پ.، صادقزاده، م. و اسدی، ف. (1394). بررسی میزان رضایتمندی دانشجویان پزشکی از روش تدریس آموزش بر پایه حل مشکل در مقایسه با سخنرانی. توسعه آموزش در علوم پزشکی، 19(8)، 33-40.
کدیور، پ.، فرزاد، و.، کاووسیان، ج. و نیکدل، ف. (1388). رواسازی پرسشنامه هیجانهای تحصیلی پکران. فصلنامه نوآوریهای آموزشی، 32(8)، 7-38.
Biggs, J. (1996). Enhancing teaching through con-structive alignment. Higher Education, 32(3), 347-364.
Carriger, M. S. (2016). What is the best way to develop new managers? Problem-Based Learning vs. Lecture-Based Instruction. The International Journal of Management Education, 14(2), 92-101.
Choi, E., Lindquist, R., & Song, Y. (2014). Effects of Problem-Based Learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning. Nurse Education Today, 34(1), 52-56.
Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A. C., & Pekrun, R. (2011). Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36(1), 25-35.
Dochy, F., Segersb, M., den Bosscheb, P. V., & Gijbelsb, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13(5), 533-568.
Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17(5), 478-493.
Goetz, T., Frenzel, A., Hall, N., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33(1), 9-33.
Goetz, T., Lüdtke, O., Nett, U. E., Keller, M. M., & Lipnevich, A. A. (2013). Characteristics of teaching and students’ emotions in the classroom: Investi-gating differences across domains. Contemporary Educational Psychology, 38(4), 383-394.
Graaff, E. D., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal of Engineering and Education, 19(5), 657-662.
Hwang, S. Y., & Kim, M. J. (2006). A comparison of Problem-Based Learning and Lecture-Based Learning in an adult health nursing course. Nurse Education Today, 26(4), 315-321.
Lammers, W. J., & Murphy, J. J. (2002). A profile of teaching techniques used in the university classroom. Active Learning in Higher Education, 3(1), 54-67.
Loyens, S. M. M., Jones, S. H., Mikkers, J., & VanGog, T. (2015). Problem-Based Learning as a facilitator of conceptual change. Health Profesions educational, 2, 75-79.
Martin, L., West, J., & Bill, K. (2008). Incorporating Problem-Based Learning strategies to develop learner autonomy and employability skills in sports science undergraduates. Journal of Hospitality, Leisure, Sport & Tourism Education, 7(1), 18-30.
Niwa, M., Saiki, T., Fujisaki, K., Suzuki, Y., & Evans. P. (2016). The Effects of Problem-Based-Learning on the academic achievements of medical students in one Japanese medical school, over a twenty-year period. Health Professions Education, 2(1), 3-9.
Pekrun, R. (1992). Expectancy-value theory of anxiety: Overview and implications. In D. G. Forgays, T. Sosnowski, & k. Wrzesniewski (Eds.), Anxiety: Recent developments in self-appraisal, psycho-physiological and health research, (pp. 23-41). Washington, DC: Hemisphere.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Control-value antecedents and performance consequences of a neglected emotion. Journal of Educational Psychology, 102(3), 531-549.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
Putwain, D. W., Sander, P., & Larkin, D. (2013). Using the 2×2 framework of achievement goals to predict achievement emotions and academic performance. Learning and Individual Diffe-rences, 25, 80-84.
Rowan, C., McCourt, C., & Beake, S. (2008). Problem-based learning in midwifery The students' perspective. Nurse Education Today, 28(1), 93-99.
Schmidt, H. G., & Moust, J. H. C. (2000). Factors affecting small-group tutorial learning: A review of research. In D. H. Evensen & C. E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions, (pp. 19-52). Mahwah, NJ: Lawrence Erlbaum.
Schmidt, H. G., Van der Molen, H. T., Te Winkel, W. W. R., & Wijnen, W. H. F. W. (2009). Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school. Educational Psychologist, 44(4), 227-249.
Shinde, V. V., & Inamdar, S. S. (2013). Problem Based Learning (PBL) for Engineering Education in India: Need and Recommendations. Wireless Personal Communications, 69(3), 1097-1105.
Strobel, J., & van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdiscip Journal Problem-based Learn, 3(1), 44-58.
Trautwein, U., Niggli, A., Schnyder, I., & Lüdtke, O. (2009). Between-teacher differences in homework assignments and the development of students’ homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101(1), 176-189.
Tseng, H. C., Chou, F. H., Wang, H. H., Ko, H. K., Jian, S. Y., & Weng, W. C. (2011). The effectiveness of problem-based learning and concept mapping among Taiwanese registered nursing students. Nurse Education Today, 31(8), 41-46.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psych-ological Review, 92(4), 548-573.
Wijnia, L., Loyens, S. M. M., & Derous, E. (2011). Investigating effects of problem-based versus lecture-based learning environments on student motivation, Contemporary Educational Psy-chology, 36(2), 101-113.
Williams, J. C., & Paltridge, D. J. (2016). What we think we know about the tutor in problem-based learning. Health Professions Education, In Press.
Yuan, H. B., Williams, B. A., Yin, L., Liu, M., Fang, J. B., & Pang, D. (2011). Nursing students' views on the effectiveness of problem-based learning. Nurse Education Today, 31(6), 577-581.
_||_