مقایسه اثر بخشی چرخه تفکرو توضیح مستقیم بر دانش فراشناختی و سرعت یادگیری دانش‌آموزان پسر پایه ششم شهر ایلام
محورهای موضوعی : آموزش و پرورش
مسعود نظرزاده
1
(دکتری روانشناسی تربیتی از دانشگاه آزاد اسلامی واحد شهرکرد)
طاهره نکوئیان
2
(دکتری روانشناسی تربیتی از دانشگاه آزاد اسلامی واحد شهرکرد)
حسن مومنی
3
(کارشناس ارشد جامعه شناسی از دانشکده علوم اجتماعی تهران.)
فرشته عبدالی
4
(کارشناس علوم ورزشی و تربیت بدنی از دانشگاه پیام نور مرکز دزفول.)
کلید واژه: دانش فراشناختی, چرخه تفکر, سرعت یادگیری, توضیح مستقیم,
چکیده مقاله :
با توجه به اهمیت دو متغیر دانش فراشناخت و سرعت یادگیری در دانش آموزان، استفاده از روش های آموزش چرخه تفکر و توضیح مستقیم برای دست‌یابی دانش‌آموزان به این دو متغیر، مهم و ضروری است. چرخه تفکر و توضیح مستقیم از روش‌هایی هستند که می‌توانند موجب خود تنظیمی و ارتقای پیشرفت تحصیلی دانش‌آموزان در دروس مختلف گردند.از این روهدف پژوهش حاضر مقایسه تأثیر چرخه تفکرو توضیح مستقیم بر دانش فراشناختی و سرعت یادگیریتحصیلی دانش‌آموزان دوره ابتدایی بود. پژوهش حاضر نیمه آزمایشی است و از جامعه دانش آموزان پسر پایه ششم شهر ایلام، 60 دانش آموز با استفاده از روش نمونه‌گیری خوشه ای انتخاب شدند. ابزارهای پژوهش، شامل پرسشنامه های دانش فراشناختی و سرعت یادگیری بود. تجزیه و تحلیل داده‌ها با روش تحلیل کوواریانس چندمتغیری با استفاده از نرم‌افزارSPSS-22 انجام شد. نتایج نشان داد چرخه تفکرو توضیح مستقیم بر افزایش دانش فراشناختی(61/0=Partialŋ2، 001/0=p ، 15/106=F) تأثیر معناداری دارد، همچنین چرخه تفکرو توضیح مستقیم بر افزایش سرعت یادگیری (36/0=Partialŋ2، 001/0=p ، 47/29=F) تأثیر معناداری دارد. همین‌‌طور، میزان اثربخشی آموزش متقابل بیشتر از توضیح مستقیم در دانش فراشناختی و سرعت یادگیری دانش آموزان می باشد (05/0>p). پژوهش حاضر نشان داد چرخه تفکرو توضیح مستقیم میزان دانش فراشناختی و سرعت یادگیری دانش آموزان را بهبود می بخشد. بر این اساس، دانش آموزان در فرایند چرخه تفکرو توضیح مستقیم (به‌خصوص در چرخه تفکر) می آموزند تا نسبت به حل مسایل در فرایند یادگیری با سرعت بالاتر عمل کنند و در این مسیر، میزاندانش فراشناختی و سرعت یادگیری‌شان را بهبود بخشند
Considering the importance of two variables of metacognitive knowledge and learning speed in students, the use of thinking cycle teaching methods and direct explanation to achieve students' access to these two variables is important and necessary. Thinking Cycle and direct explanation are among those methods that can lead to students' self-regulation and educational achievement in different subjects. Thus, aim of this study was to compare the effect of thinking cycle and direct explanation on metacognitive knowledge and educational learning speed of elementary school students. The present study is a semi-experimental study in which 60 students from the sixth grade male students in Ilam city were selected using cluster sampling. Research tools included metacognitive knowledge and learning speed questionnaires. Data analysis was performed by multivariate analysis of covariance using SPSS-22 software. The results showed that the thinking cycle and direct explanation had a significant effect on increasing metacognitive knowledge (Partial ŋ2 = 0.61, p = 0.001, F = 106.15). Also, the thinking cycle and direct explanation a significant effect on increasing the speed of learning (36.36). Partial ŋ2 = 0, p = 0.001, F = 47.29). Likewise, the effectiveness of mutual education was higher than the direct explanation in metacognitive knowledge and students' learning speed (p <0.05). The present study showed that the thinking cycle and direct explanation improves the amount of metacognitive knowledge and the speed of students' learning. Accordingly, in the process of direct thinking and explanation (especially in the thinking cycle) students learn to act faster in solving problems in the learning process and in this way, improve their metacognitive knowledge and speed of learning.
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