تأثیر آموزش فنی و راهبردهای فراشناختی به شیوه گروهی بر اثربخشی آموزش کارآفرینی
محورهای موضوعی : آموزش و پرورش
اعظم هارونی
1
(اداره کل آموزش و پرورش استان اصفهان- کارشناس مسئول آموزش)
مریم تقوایی یزدی
2
(عضو هیأت علمی دانشگاه آزاد اسلامی واحد ساری)
کلید واژه: راهبردهای فراشناختی به شیوه گروهی, آموزش کارآفرینی و هنرستان کار و دانش, کلیدواژگان: آموزش فنی,
چکیده مقاله :
هدف از انجام این پژوهش بررسی تأثیر آموزش فنی و راهبردهای فراشناختی به شیوه گروهی بر اثربخشی آموزش کارآفرینی دانش آموزان هنرستان کار و دانش شهر ساری ناحیه یک بود. روش پژوهش حاضر، شبه آزمایشی بود. جامعه آماری را کلیه دانش آموزان هنرستان کار و دانش شهر ساری ناحیه یک در سال تحصیلی 1400-1399 به تعداد 689 جمع تعداد دانش آموزان؟(380 دختر، 529 پسر) تشکیل دادند و نمونه آماری بر اساس جدول کرجسی و مورگان 248 نفر تعیین گردید. روش نمونه گیری تصادفی طبقه ای بود. ابزار گردآوری اطلاعات پرسشنامه محقق ساخته اثربخشی آموزش کارآفرینی بر اساس پرسشنامه آقاجانی(1392) که شامل 24 سؤال با مقیاس لیکرت پنج گزینه ای و تأثیر آموزش های فنی و حرفه ای بود که این پرسشنامه شامل سه مؤلفه تحریک انگیزه ها، پرورش ویژگی ها و آموزش مهارت‌هاست. برای استخراج اطلاعات درباره آموزش فنی و راهبردهای فراشناختی از روش شبه آزمایشی استفاده گردید؛ لذا دو گروه به عنوان گروه های آزمایشی در نظر گرفته شد و در یکی از گروه ها، آموزش فنی ارایه و در کلاس دیگر، راهبردهای فراشناختی ارایه گردید. روایی ابزار مورد تأیید کارشناسان و متخصصان بود و پایایی آن از طریق محاسبه آلفای کرونباخ87/. برآورد گردید که نشان از پایایی مناسب پرسشنامه می‌دهد. نتایج با آزمون‌های توصیفی(مقدار میانگین، انحراف معیار) و استنباطی (کلموگروف اسمیرنوف، آزمون T و آزمون جفتی) با نرم‌افزار SPSS26 مورد سنجش و اندازه گیری قرار گرفت. نتایج تحقیق نشان داد که آموزش فنی و راهبردهای فراشناختی به شیوه گروهی بر اثربخشی آموزش کارآفرینی دانش آموزان هنرستان کار و دانش شهر ساری ناحیه یک تأثیرگذار است.
The purpose of this study was to analyze the correlation between the superficial and deep approaches of study with self-directed learning skills among teacher education students. The method of this research is correlation. The statistical population includes 430 students of Teacher Training in Tabriz in 2018. A sample of 272 people was estimated using the Kerjesi-Morgan table that were selected through simple random sampling method. The data gathering tool consists of two standard questionnaires: self-centered learning skills questionnaire–Tran (2009) and the study approach questionnaire–Biggs, Kember and Leung (2001). The second questionnaire was modified in 2011 in Turkey by Ilymas and Orhan. The statistical tests used in this research are Anova, T-test and independent groups, Pearson correlation coefficient. Data were analyzed using Spss 20 software. The results showed that there is a positive and significant relationship between the deep study approach and self-centered learning skills (r = 0.320). But there is a negative and significant relationship between the surface study approach to self-centered learning skills (r = -0.282). The results of t-test showed that self-centered learning skills and surface study approach have significant differences between men and women (p < 0.05). Anova results showed that there is no significant difference between the different groups of teacher education students about the measurement scales (p > 0.05). The in-depth study can lead to increased self-directed learning skills and educational authorities should take the necessary steps to promote this approach in teacher training centers.
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