بررسی تأثیر به‌کارگیری بازی‌های آموزشی در درس هندسه بر خلاقیت و پیشرفت تحصیلی دانش‌آموزان دختر پایة سوم ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسیکبری امامی ریزی 1 , فریبا حقانی 2 , علیرضا یوسفی 3
1 - دانش‌آموخته برنامه‌ریزی درسی، دانشگاه آزاد اسلامی، واحد خوراسگان، اصفهان ایران.
استادیار گروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد ایذه، خوزستان، ایران.
2 - دانشیار مرکز تحقیقات آموزش پزشکی دانشگاه علوم پزشکی اصفهان، اصفهان، ایران.
3 - استاد مرکز تحقیقات آموزش پزشکی دانشگاه علوم پزشکی اصفهان، اصفهان، ایران.
کلید واژه: بازی‌های آموزشی, خلاقیت, پیشرفت تحصیلی,
چکیده مقاله :
هدف از این پژوهش، بررسی اثربخشی استفاده از بازی‌های آموزشی در درس هندسه بر خلاقیت و پیشرفت تحصیلی دانش‌آموزان دختر پایة سوم بود. روش مطالعه نیمه‌آزمایشی با طرح پیش‌آزمون پس‌آزمون با گروه کنترل بوده که تعداد 50 نفر از دانش‌آموزان دختر شهر زرین‌شهر به صورت نمونه‌گیری تصادفی خوشه‌ای انتخاب و به شیوة گمارش تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. ابزار جمع‌آوری اطلاعات آزمون محقق ساخته پیشرفت تحصیلی (ضریب پایایی آزمون برابر 88/0) و آزمون استاندارد خلاقیت تورنس فرم ب بود. در ابتدا دو گروه آزمایش و کنترل در پیش‌آزمون شرکت کردند و پس از طی 15 جلسه آموزش یک ساعتی که در گروه آزمایش به‌کارگیری بازی‌های آموزشی و در گروه کنترل نیز 15 جلسه آموزش هم‌ارز به صورت متداول را دریافت کردند و سپس پس‌آزمون برگزار شد. به‌منظور تجزیه‌وتحلیل داده از نرم‌افزار spss17 و آزمون تحلیل کوواریانس استفاده شد و یافته‌ها نشان داد که بازی‌های آموزشی بر پیشرفت تحصیلی تأثیرگذار است (F=11/18,sig=0/002) و همچنین بیانگر تأثیر بازی‌های آموزشی بر نمره خلاقیت بود (F=24/48,sig=0/005)؛ بنابراین می‌توان نتیجه گرفت که استفاده از بازی‌های آموزشی در آموزش بر پیشرفت تحصیلی و نمرة خلاقیت تأثیر مثبت دارد.
The present study has aimed the effect of using educational games in the teaching of geometry in achievement and creativity of the female students in third grade. This study is semi experimental scheme with a control group and an experimental group was used, who underwent a pre‑test and a post‑test. Then 50 female students in the third grade were selected through random cluster sampling and then randomly divided into two control and experimental group. The data collection instrument was an educational achievement researcher made test and Torrance Test of Creative Thinking, form B, and was applied. At first, the two control and experimental groups took the pre‑test. Afterwards, the latter underwent fifteen 1‑hour educational sessions according to the educational game, while the control group underwent an ordinary equivalent course. Finally, the post‑test was held. The obtained data were compared via covariance analysis. The research findings were indicative of the positive effect of the educational game on the students’ educational achievement and creativity.
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