طراحی و اعتباریابی الگوی یادگیری‌معکوس برای دانشآموزان مقطع ابتدایی
الموضوعات :
آذر خزائی
1
(
دانشجوی دکتری تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران
)
محمدرضا نیلی
2
(
دانشیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران
)
اسمعیل زارعی زوارکی
3
(
دانشیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران
)
علی دلاور
4
(
استاد ممتاز گروه سنجش و اندازه گیری، دانشگاه علامه طباطبائی، تهران، ایران
)
الکلمات المفتاحية: دانشآموزان, حل مسئله, فراشناخت, یادگیری معکوس, الگوی آموزشی,
ملخص المقالة :
هدف پژوهش طراحی و اعتباریابی الگوی یادگیری معکوس جهت افزایش فراشناخت و حل مسئله دانشآموزان مقطع ابتدایی و اعتباریابی درونی آن بود. روش پژوهش آمیخته، از نوع طرح اکتشافی متوالی بود. در بخش کیفی برای به دست آوردن الگوی آموزشی، از تحلیل محتوای استقرایی و در بخش کمی برای اعتباریابی درونی ازنظر متخصصان به روش پیمایشی پرسشنامه‌ای استفاده شد. جمع‌آوری داده‌ها در بخش کیفی با تحلیل محتوا از اسناد و در بخش کمی با استفاده از پرسشنامه محقق ساخته 9 سؤالی لیکرتی انجام گرفت. پایایی پرسشنامه با استفاده از روش آلفای کرونباخ 91/. محاسبه شد و روایی محتوایی پرسشنامه با محاسبه دو شاخص نسبت روایی محتوا (CVR) و شاخص روایی محتوا (CVI) مورد تأیید قرار گرفت. جامعه آماری در بخش کیفی اسناد و منابع مکتوب و الکترونیکی از سال 2000 تا 2020 و در بخش کمی متخصصین در حوزه تکنولوژی آموزشی، روانشناسی تربیتی و مدیریت آموزشی بودند. نمونه آماری جهت تعیین مؤلفه‌های الگو تعداد 13 کتاب و 88 مقاله و 4 پایان‌نامه بودند که به‌صورت هدفمند انتخاب و مورد تحلیل قرار گرفتند. جهت اعتباریابی الگو، تعداد 20 نفر از متخصصان انتخاب شدند. طبق تحلیل محتوای چهار مؤلفه اصلی و بیست‌ویک زیر‌مؤلفه و هفتاد کد به دست آمد پس از تحلیل محتوا و استخراج کدها، مؤلفه‌ها و زیر‌مؤلفه‌ها در قالب الگو مفهومی و روندی ارائه شدند. نتایج حاصله از اعتباریابی درونی الگو بر اساس نظر متخصصان نشان داده است که الگوی آموزشی ارائه‌شده از اعتبار درونی برخوردار است و اثربخشی لازم را جهت آموزش به دانشآموزان مقطع ابتدایی را دارد.
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_||_برگمن، جاناتان، سمز، ارون. (1396). یادگیری معکوس در دوره ابتدایی. ترجمه رضوی خوسفی، حسین. انتشارات: تیک
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Ahmad, S. Z. (2016). The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. English Language Teaching, 9(9): 166-178.
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.
Allah Karami, A., Aliabadi, K., Sahrayi, R., & delavar, A. (2018). Education in mother tongue in the formal education of Iran: Opportunity or threat? Educational Innovations, 17(1): 43-74 [In Persian].
Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9): 108-121.
Ankeny, C. J., & Krause, S. J. (2014). Flipped biomedical engineering classroom using pencasts and muddiest point web-enabled tools. Proceedings of 121st ASEE Annual Conference & Exposition. Indianapolis, IN.
Bachnak, R., & Maldonado, S. C. (2014). A flipped classroom experience: Approach and lessons learned. Proceedings of 121st ASEE Annual Conference & Exposition. Indianapolis, IN.
Bailey, R., & Smith, M. C. (2013). Implementation and assessment of a blended learning environment as an approach to better engage students in a large systems design class. Proceedings of 120th ASEE Annual Conference & Exposition. Atlanta, GA.
Bergmann, J., & Sams, A. (2014). Flip your classroom: Reach every student in every class every day. International society for technology in education.
Bergmann, J., & Sams, A. (2016). Flipped learning in the elementary school. translate by Razavi, khosfi, H. Publications [In Persian].
Brame, C. (2013). Flipping the classroom. USA: Vanderbilt University Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
Brown, M. E., Treviño, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organizational behavior and human decision processes, 97(2): 117-134.
Chaji, S., ebrahimpour, M., pakdaman, M., & taheri, H. (2022). Study of psychometric properties of problem-solving skills questionnaire heppner and petersen in primary school students of birjand. journal of psychologicalscience. 21(117): 1851-1866 [In Persian].
Chou, C. L., Hung, M. L., Tsai, C. W., & Chang, Y. C. (2020). Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools. British Journal of Educational Technology, 51(4): 1420-1435.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4): 563-580.
Estes, M. D., Ingram, R., & Liu, J. C. (2014). A review of flipped classroom research, practice, and technologies. International HETL Review, 4(7): 1-8.
Fallah, A. N. (2019). Evaluation qualative. Publications: Shapour Khast [In Persian].
Fauzi, S. S. M., & Hussain, R. M. R. (2016). Designing instruction for active and reflective learners in the flipped classroom. Malaysian Journal of Learning and Instruction, 13(2): 147-173.
Ferreri, S., & O’Connor, S. K. (2013). Instructional design and assessment. Redesign of a large lecture course into a small-group learning course. American Journal of Pharmaceutical Education, 77(1): 1–9.
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC medical education, 14(1): 1-9.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior, 47(1): 109-114.
Hamdan, N., McKnight, P., & Arfstrom, K. M. (2020). The flipped learning model: a white paper based on the literature review titled a review of flipped learning. https://www.researchgate.net/publication/339339697_a_White_Paper_Based_on_The_Literature_Review_Titled_a_Review_of_Flipped_Learning
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