فراتحلیل اثربخشی آموزش‌های مبتنی بر رویکرد سازنده‌گرایی بر عملکرد تحصیلی در درس علوم تجربی

الموضوعات : پژوهش در برنامه ریزی درسی

یاسر گراوند ¹ (دانشجوی دکترای روان شناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز،ایران)
مرتضی امیدیان ² (دانشیار گروه روان شناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.)
حمید فرهادی راد ³ (دانشیارگروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران)
سیدعباس رضوی ⁴ (استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران)
غلامحسین مکتبی ⁵ (دانشیار گروه روان شناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز،اهواز، ایران.)

تاريخ الإرسال : 08 الجمعة , رمضان, 1441 تاريخ التأكيد : 25 السبت , صفر, 1443 تاريخ الإصدار : 15 الإثنين , محرم, 1443

الکلمات المفتاحية: آموزش‌های مبتنی بر سازنده‌گرایی, فراتحلیل, علوم تجربی, عملکرد تحصیلی,

ملخص المقالة :

پژوهش کاربردی حاضر با روش فراتحلیل در صدد ترکیب پژوهش های انجام شده در زمینۀ تأثیر آموزش های مبتنی بر سازنده‌گرایی بر عملکرد تحصیلی دانش آموزان در درس علوم تجربی بود. میدان پژوهش شامل مطالعاتی بود که طی 15 سال گذشته در داخل و خارج کشور به صورت پایان نامه، مقاله های علمی پژوهشی و کنفرانس های علمی در پایگاه‌های پژوهشگاه علوم و فناوری اطلاعات ایران، بانک منابع اطلاعات جهاد دانشگاهی، بانک اطلاعات نشریات کشور ، سیویلیکا و مجلات علمی- پژوهشی در حوزۀ علوم‌تربیتی و روان شناسی، Science Direct، ERICT، Psych info،Scopusو Google Scholar در دسترس بود. بر اساس ملاک های ورود و خروج 14 اندازۀ اثر از میان 109 تحقیق مورد بررسی قرار گرفت. برای تجزیه و تحلیل پژوهش های اولیه اندازۀ اثر ترکیبی با دو مدل اثر ثابت و تصادفی استفاده شد و برای بررسی سوگیری انتشار از روش تحلیل حساسیت با استفاده از نمودار قیفی و شاخص آماری تعداد امن از تخریب و برای بررسی میزان ناهمگنی از آزمون Q کوکران و مجذور I استفاده شد و برای تبدیل اندازۀ اثر از ضریب Z فیشر استفاده گردید. نتایج مربوط به اندازۀ اثر ترکیبی برای مدل اثرات تصادفی (64/2) به دست آمد. همچنین، نتایج نشان داد که متغیرهای نوع ابزار و نوع مداخله های به کار رفته تعدیل گر اثربخشی آموزش های مبتنی بر سازنده گرایی بر عملکرد تحصیلی دانش آموزان در درس علوم تجربی‌اند. یافته های این فراتحلیل دارای پشتوانۀ نظری و تجربی مکفی است و لزوم بازنگری و استفاده از آموزش های مبتنی بر سازنده گرایی را در نظام آموزشی کشور موجّه می سازد.

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