مقایسه اثربخشی آموزش علوم پایه دوم دوره ابتدایی با رویکرد استیم (STEAM) و روش سنتی
الموضوعات : پژوهش در برنامه ریزی درسیپریا میردار مکاری 1 , سولماز نورآبادی 2
1 - کارشناسي ارشد برنامه ریزی درسی، دانشكده علوم انساني، دانشگاه شاهد، تهران، ایران.
2 - دانشیار گروه علوم تربیتی، دانشكده علوم انساني، دانشگاه شاهد، تهران، ایران.
الکلمات المفتاحية: اثربخشی, آموزش علوم, پایه دوم دوره ابتدایی, رویکرد استیم, روش سنتی. ,
ملخص المقالة :
هدف پژوهش حاضر، اجرای رویکرد استیم و مقایسه اثربخشی آموزش علوم پایه دوم ابتدایی با رویکرد استیم و روش‌سنتی است. پژوهش با روش شبه‌آزمایشی در قالب طرح پیش‌آزمون و پس‌آزمون با دو گروه آزمایش و کنترل انجام شد. جامعه پژوهش شامل تمام دانش‌آموزان پایه دوم ابتدایی ناحیه 3 استان البرز در سال تحصیلی 1403-1402 بود. تعداد ۶۰ نفر از دانش‌آموزان با استفاده از روش نمونه‌گیری تصادفی در دو گروه ۳۰ نفره آزمایش و کنترل قرار گرفتند. پس از انجام پیش‌آزمون در دو گروه آزمایش و کنترل، تدریس به روش رایج و سنتی در گروه کنترل، و تدریس با رویکرد استیم در گروه آزمایش انجام شد. سپس پس‌آزمون در هر دو گروه اجرا و در نهایت داده‌های جمع‌آوری شده با استفاده از نرم‌افزار SPSS26 تحلیل شد. یافته‌ها نشان داد که جایگزینی رویکرد استیم بجای روش سنتی آموزش علوم، موجب بهبود قابل توجه یادگیری دانش‌آموزان می‌شود. نتایج حاصل از این پژوهش، برتری روش استیم را در ارتقاء درک دانش‌آموزان از مفاهیم علمی، تقویت مهارت‌های عملی، پرورش خلاقیت و بهبود تفکر نقادانه و مهارت‌های حل مسئله تأیید می‌کند. شواهد حاکی از آن است که آموزش با رویکرد استیم می‌تواند به عنوان یک راهکار مؤثر برای بهبود کیفیت آموزش علوم پایه دوم ابتدایی مورد استفاده قرار گرفته و موجب پیشرفت تحصیلی قابل توجه دانش‌آموزان در درس علوم گردد.
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