تأثیر محتوای طراحی شده بر مبنای هر یک از هوشهای چندگانه گاردنر در حیطه تعاملی، بر یادگیری دانش‌آموزان هنرستانی، درآموزش ترکیبی
محورهای موضوعی : پژوهش در برنامه ریزی درسیالهه بدیعی 1 , مهران فرج اللهی 2
1 - 1دانشجوی دکتری برنامه ریزی درسی و عضو گروه آموزشی کامپیوتر مرکز تحقیقات معلمان اصفهان
2 - 2دانشیار برنامه ریزی درسی دانشگاه پیام نور
کلید واژه: هوشهای چندگانه, آموزش ترکیبی, آموزش الکترونیکی, محتوای الکترونیکی,
چکیده مقاله :
این پژوهش نیمه آزمایشی با هدف بررسی تأثیر محتوای آموزشی الکترونیکی مبتنی بر هر یک از هوشهای حیطه تعاملی (هوشهای بین فردی، زبانی و حرکتی ـ جسمانی) بر یادگیری، در آموزش ترکیبی انجام شد. تعداد 60 نفر از دانش‌آموزان دختر سال سوم رشته کامپیوتر کاردانش در شهر اصفهان در سال تحصیلی 92-91 به صورت خوشه‌ای چند مرحله‌ای انتخاب و به طور تصادفی در دو گروه 30 نفره آزمایش و کنترل قرار گرفتند. به منظور بررسی همسانی دو گروه، معدل ترم قبل و نیمرخ انواع هوشهای چندگانه فراگیران توسط پرسشنامه80 گویه‌ای مکنزی (2012) سنجیده شد، پایایی این ابزار به روش آلفای کرونباخ برابر 738/0 محاسبه گردید. دو گروه به روش ترکیبی آموزش دیدند. در گروه آزمایش علاوه بر آموزش ترکیبی مرسوم، از یک محتوای الکترونیک مبتنی بر هوشهای چندگانه استفاده شد. پیش آزمون و پس آزمون یکسان، قبل و بعد از آموزش انجام گرفت. تحلیل داده‌ها با آزمون‌های آماری مجذورکای،t گروه‌های مستقل و تحلیل واریانس چند متغیری بر روی نمره افزوده، با استفاده از نرم افزار SPSS 19 انجام شد. تفاوت یادگیری دو گروه در روش مبتنی بر هوش زبانی معنا دار بود ولی در روش‌های مبتنی بر هوشهای بین فردی و حرکتی ـ جسمانی معنا دار نبود (در سطح 05/0 p <).
This quasi-experimental research was done to consider the effect of electrical educational content based on each interactive gamut intelligences (interpersonal, verbal, and kinesthetic) on learning in compound education. 60 female students of third grade in computer were selected by multi step cluster and were put in 2 experimental and control groups. In order to consider equality between two groups, their pervious term mean and the profiles of students multiple intelligences were measured by Macenzy questionnaire with 80 question. Reliability of these instruments was calculated 0.738 by Cranach alpha. Two groups were educated in compound method. In experimental group an electrical content based on multiple intelligences was used. The same pretest and posttest were done before and after the education. Data analysis has done by Chi-squared, independent t test, and multi-variable variance analysis on the increased grade and by using Spss19.Although learning difference of two groups was meaningful in the method on the basis of verbal intelligence, it wasn’t meaningful in the methods on the basis of interpersonal and kinesthetic intelligences (p˂0.05).
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