مقایسه تأثیر روش تدریس همیاری ( مشارکتی)، اکتشافی و سخنرانی بر پیشرفت تحصیلی و نگرش نسبت به درس فیزیک
محورهای موضوعی : پژوهش در برنامه ریزی درسیمرجان عبیری 1 , عباس صادقی 2 , مهناز خسرو جاوید 3 , نادر افقی 4
1 - 1کارشناس ارشد روان‌شناسی، دانشگاه گیلان، گیلان، ایران
2 - 2 دانشیار گروه علوم تربیتی، دانشگاه گیلان، گیلان، ایران
3 - 3 استادیار گروه روان‌شناسی ، دانشگاه گیلان، گیلان، ایران
4 - 4استادیار گروه علوم اجتماعی، دانشگاه گیلان، گیلان، ایران
کلید واژه: نگرش, روش تدریس همیاری, روش تدریس اکتشافی, پیشرفت تحصیلی, روش تدریس سخنرانی,
چکیده مقاله :
هدف پژوهش حاضر، مقایسه تأثیر روش تدریس همیاری (مشارکتی)، اکتشافی و سخنرانی در پیشرفت تحصیلی دانش‌آموزان و نگرش آنها نسبت به درس فیزیک است. جامعه پژوهشی، کل دانش‌آموزان دختر سال اول متوسطه منطقه سنگر است. پروهش حاضر یک پژوهش شبه آزمایشی از نوع طرح گروه کنترل نابرابر است. نمونه پژوهش شامل 28 نفر تحت پوشش تدریس همیاری، 28 نفر تحت پوشش تدریس اکتشافی و 22 نفر تحت پوشش تدریس سخنرانی بود که به صورت غیر تصادفی (در دسترس) انتخاب شدند. برنامه‌های آموزشی در طی 14 هفته توسط پژوهشگر اجرا گردید. ابزارهای به کار گرفته شده در این پژوهش، آزمون پیشرفت تحصیلی و آزمون سنجش نگرش نسبت به درس فیزیک بود که هر دو محقق ساخته بودند و روایی آنها توسط اساتید رشته فیزیک و علوم اجتماعی تأیید شد و پایایی آزمون سنجش نگرش در یک مطالعه مقدماتی ضریب آلفای 86/0 بدست آمده است. برای تجزیه و تحلیل آماری داده‌های پژوهش، از آزمون t، تحلیل واریانس یک طرفه (anova)یک طرفه برای سه گروه مستقل استفاده شد. یافته‌های پژوهش نشان دادند که بین دو روش تدریس همیاری و اکتشافی در پیشرفت تحصیلی در درس فیزیک تفاوت معنادار وجود داشت که میانگین نمرات تفاوت گروه همیاری بالاتر از گروه اکتشافی بود ولی بین گروه‌های دیگر دو به دو تفاوت معناداری وجود نداشت. همچنین بین دو روش تدریس اکتشافی و سخنرانی و اکتشافی و همیاری و همیاری از نظر نگرش نسبت به درس فیزیک تفاوت معناداری وجود داشت. همچنین بین نمره پیش آزمون و پس آزمون آزمودنی‌های گروه همیاری تفاوت معنادار وجود داشت اما بین نمره پیش آزمون و پس آزمون آزمودنی‌های گروه اکتشافی و سخنرانی تفاوت معناداری وجود نداشت.
The purpose of this study is to compare the effect of cooperative method, discovery method and lecture method for students learning development and outlook toward physics. All of the first grad students of the Sanger high school are as the statistical population. This research is of semi-experimental one with non-equal controlling group. The sample of the study has consisted of 28, 28, 22 students treated with cooperative method, discovery method and lecture method. The procedure of choosing the sample was nonrandom (convenience) methodical. The educational treatment was conducted during 14 weeks by the researcher. The tools being used in this study were achievement and attitude assessment test in physics, which both were researcher-made. The validity of these tools was verified by professors of social science and physics. During a pilot study, the reliability of attitude assessment test was calculated α= 0/86. The statistical procedures used in the data analysis were t-test and Anova. The finding of the study revealed that the mean difference of scores of the students treated with cooperative method was higher than the grades of students treated with discovery method. However, there was no significant difference between any other two groups compared with each other. Furthermore, there was a significant difference between discovery and lecture teaching method, and discovery and cooperative teaching method with regard to students’ attitude toward physics. Moreover, there was a significant difference between cooperative participants score and no significant difference in pre-test and post-test of the participants score in discovery and lecture group.
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