تأثیرآموزش راهبردهای حل مسأله جورج پولیا بر خودپنداره و پیشرفت تحصیلی ریاضی دانش‌آموزان پسر پایه پنجم ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسیحسین مومنی مهموئی 1 , اسدالله زنگویی 2 , محمدرضا دهقانی 3
1 - 1دانشگاه آزاد اسلامی، واحد تربت حیدریه، باشگاه پژوهشگران جوان و نخبگان، تربت حیدریه، ایران
2 - 2استادیار گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران
3 - 3دانشجوی کارشناسی ارشد علوم تربیتی، واحد قاینات، دانشگاه آزاد اسلامی، قاینات، ایران
کلید واژه: خودپنداره, پیشرفت تحصیلی ریاضی, آموزش راهبردهای حل مسأله,
چکیده مقاله :
این پژوهش با هدف بررسی تأثیر آموزش راهبردهای حل مسأله بر خودپنداره و پیشرفت تحصیلی ریاضی دانش‌آموزان پسر پایه پنجم ابتدایی از طریق شبه آزمایشی به انجام رسیده است. ویژگی بارز برنامه مذکور، تأکید بر پیشرفت تحصیلی ریاضی و بهبود خوپنداره کودکان است. نمونه انتخاب شده از بین دانش‌آموزان پسر پایه پنجم یکی از مجتمع‌های روستایی شهرستان تریت حیدریه بود. پس از انتخاب دو گروه آزمایش و گواه که هر کدام 15 نفر بودند، گروه آزمایشی به مدت 7 جلسه 45 دقیقه‌ای از راهبردهای حل مسأله برخوردار شد و گروه دیگر به عنوان گروه گواه محسوب گردید. برای پیشرفت تحصیلی ریاضی و بهبود خودپنداره کودکان آزمودنی‌ها، از دو نوع آزمون پیش آزمون و پس آزمون ( 18 سؤال پیش آزمون و 18 سؤال پس آزمون پیشرفت تحصیلی ریاضی و 80 سؤال خودپنداره کودکان) بود، تهیه شد. پیش آزمون و پس آزمون دارای سطح دشواری یکسانی بودند، نمرات حاصل از اجرای پیش آزمون و پس آزمون در دو گروه با استفاده از تحلیل کوواریانس نشان داد که اثر گروه و آزمون معنادار است. میانگین نمرات گروه آزمایشی در پس آزمون نسبت به پیش آزمون افزایش قابل توجهی داشت؛ حال آن که میانگین نمرات پس آزمون و پیش آزمون در گروه گواه تفاوت قابل توجهی نداشت. تفاوت قابل توجه پیش آزمون و پس آزمون گروه آزمایش نشان می‌دهد که آموزش راهبردهای حل مسأله باعث پیشرفت تحصیلی ریاضی و بهبود خودپنداره کودکان می‌گردد.
This paper is to study about the influence of teaching problem-solving methods on the students’ self- awareness and their improvement in mathematics, considering the 5th grade primary school students. Reinforcing the students’ self-awareness and their development in math are the top two elements being discussed in this research. The sample of students being chosen is from a rural complex on the suburb of Torbat-e-Heidarie town. Once one control group and an experimental one (each consisting of 15 members) were selected, the experimental group was taught about methods of problem-solving during five 45-minute sessions. Then, both a pre-test (including 18 questions on math) and a post-test (including 18 questions on math and 80 questions on self-awareness) were given. The questions of two tests had the same level of difficulty. Having been analyzed by co- variance, the scores of the pre and post tests indicated that there was significant relationship between the pre and post tests. The mean score, in the post-test, has increased remarkably, comparing with the pre-test, in the experimental group whereas, such an improvement has not been noticed among those of the control group. What being concluded from the mean scores in pre and post tests in the experimental group is that math problem-solving methods can have a great effect on reinforcing the students’ self-awareness as well as their improvement in math.
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