تاثیر آموزش داستان های فلسفی بر روحیه پژوهشگری و یادگیری خودراهبر دانش آموزان دوره دوم ابتدایی
محورهای موضوعی : علوم تربیتی
مریم سلطانی
1
(دانشجوی دوره کارشناسی ارشد تحقیقات آموزشی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.)
احمدرضا اوجی
2
(استادیار گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.)
فاطمه مردانه
3
(دانشجوی دوره کارشناسی ارشد تحقیقات آموزشی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.)
کلید واژه: داستان های فلسفی, یادگیری خودراهبر, روحیه پژوهشگری, دانش آموزان,
چکیده مقاله :
مقدمه و هدف: هدف از پژوهش حاضر تأثیر آموزش داستان های فلسفی بر روحیه پژوهشگری و یادگیری خودراهبر دانش آموزان دوره دوم ابتدایی بود.روش شناسی پژوهش: روش پژوهش از نوع نیمه تجربی با طرح پیش‌آزمون پس‌آزمون با گروه گواه بوده است. جامعه آماری این پژوهش شامل تمامی دانش آموزان دوره دوم ابتدایی شهر مرودشت بود. برای حجم نمونه با استفاده از روش نمونه‌گیری هدفمند ۵۰ دانش آموز انتخاب و در دو گروه آزمایش (۲۵ نفر) و کنترل (۲۵ نفر) جایگزین شدند و با دو پرسشنامه روحیه پژوهشی شیرزاد و پرسشنامه یادگیری خودراهبر فیشر و همکاران مورد سنجش قرار گرفتند. داده‌های گردآوری‌شده در دو سطح مورد تجزیه و تحلیل (آمار توصیفی و آمار استنباطی) قرار گرفت. در سطح آمار از میانگین و انحراف معیار و درسطح آمار استنباطی از روش های تحلیل کوواریانس استفاده شد.یافته ها: بین میزان روحیه پژوهشی گروه های آزمایش و کنترل در مرحله پس آزمون تفاوت معنادار وجود دارد و بین میزان یادگیری خودراهبر گروه های آزمایش و کنترل در مرحله پس آزمون تفاوت معنادار وجود دارد.بحث و نتیجه گیری: نتایج نشان داد که آموزش داستان های فلسفی بر روحیه پژوهشی دانش آموزان تاثیر معنادار دارد و آموزش داستان های فلسفی بر یادگیری خودراهبر دانش آموزان تاثیر معنادار دارد.
Introduction: The aim of the present research was the effect of teaching philosophical stories on the spirit of research and self-directed learning of second year elementary school students.research methodology: The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of this research included all students of the second year of elementary school in Morvdasht city. For the sample size, 50 students were selected using the purposeful sampling method and were replaced in two experimental groups (25 people) and control (25 people) and were measured with two questionnaires of Shirzad's research spirit and the self-directed learning questionnaire of Fisher et al. The collected data were analyzed at two levels (descriptive statistics and inferential statistics). At the level of statistics, mean and standard deviation were used, and at the level of inferential statistics, covariance analysis methods were used.Findings: There is a significant difference between the research spirit of the experimental and control groups in the post-test stage, and there is a significant difference between the self-directed learning of the experimental and control groups in the post-test stage.Conclusion: The results showed that teaching philosophical stories and research spirit of students has a significant effect. Teaching philosophical stories and self-learning has a significant effect for students.
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