اثر بخشی آموزش مبتنی بر الگوی مفهوم محور بر تفکر خلاق و یادگیری خود تنظیمی در درس علوم پایه ششم ابتدایی

الموضوعات :

باسط کمانگر ¹ (دانشجوی دکتری برنامه‌ریزی درسی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران)
جعفر قهرمانی ² (استادیار مدیریت آموزشی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران)
محمد عظیمی ³ (استادیار گروه آموزش ابتدایی، دانشگاه فرهنگیان، تهران، ایران)

تاريخ الإرسال : 24 الأحد , جمادى الأولى, 1441 تاريخ التأكيد : 16 الإثنين , شوال, 1441 تاريخ الإصدار : 26 الخميس , جمادى الثانية, 1441

الکلمات المفتاحية: دانش‌آموزان ابتدایی, تفکر خلاق, خود تنظیمی, الگوی مفهوم محور,

ملخص المقالة :

هدف پژوهش حاضر، بررسی اثربخشی آموزش مبتنی بر الگوی مفهوم محور بر تفکر خلاق و خود تنظیمی یادگیری بود. روش مطالعه شبه آزمایشی و با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری شامل تمامی دانش‌آموزان پایه ششم دوره ابتدایی در دبستان‌های شهر کامیاران در سال تحصیلی 98-1397 بودند که با روش نمونه‌گیری تصادفی، نمونه منتخب در دو گروه تقسیم شدند (24 نفر گروه آزمایش و 21 نفر گروه کنترل). آموزش الگوی تدریس مفهوم محور در قالب 8 جلسۀ نیم ساعته در 4 هفته (هر هفته 2 جلسه) به گروه آزمایش داده شد و گروه کنترل، تدریس سنتی و مرسوم را دریافت نمودند. ابزارهای گردآوری داده ها نیز شامل پرسشنامه تصویری سنجش خلاقیت تورنس(2002) فرم الف و پرسشنامه راهبردهای یادگیری خود تنظیمی سواری و عرب‌زاده(1392) بودند. نتایج تحقیق با تحلیل کوواریانس چند متغیره نشان داد، دانش‌آموزانی که از طریق الگوی مفهوم محور آموزش دیده بودند نمرات تفکر خلاق و یادگیری خود تنظیمی بالاتری در مقایسه با دانش‌آموزانی که این آموزش را دریافت نکرده بودند کسب کردند(001/0>p). با توجه به اثربخشی آموزش الگوی مفهوم محور، باید در دوره ابتدایی به خصوص در درس علوم تجربی بیش از پیش به این روش توجه نمود و به معلمان اینگونه روش‌ها را توصیه کرد.

المصادر:

اریکسون، اچ لین (1391). برنامه درسی و آموزش مفهوم محور: رویکردی به پرورش تفکر، مترجمان علی نوری و علی عبدی، تهران، پژوهشگاه مطالعات آموزش و پرورش.

امینی، داریوش، افروز، غلامعلی، احدی، حسن، شریفی درآمدی، پرویز و هومن، حیدرعلی (1390). مقایسه تأثیر آموزش به شیوة الگوی راهبردی تفکر استقرایی و روش سنتی بر پیشرفت تحصیلی دانش‌آموزان کم توان ذهنی در درس علوم تجربی پایة پنجم ابتدایی شهر همدان، فصلنامه روان‌شناسی افراد استثنایی، 1(2)، 17-1.

بهرنگی، محمدرضا و نصیری، رحیمعلی (1395). تأثیر تدریس علوم تجربی با الگوی مدیریت آموزش، بر یادگیری خودراهبر دانش‌آموزان سال سوم راهنمایی. فصلنامه علمی- پژوهشی رهیافتی نو در مدیریت آموزشی، 7(28)، 109-130.

پورسلیم، عباس، زمانی، الهام و منافی شرف‌آباد، کاظم (1393). تأثیر یادگیری مشارکتی در تفکر خلاق دانش‌آموزان پسر پایة پنجم ابتدایی شهرستان کوهدشت، در درس علوم تجربی، مجله تفکر وکودک، 5(9)، 1-19.

درویشی­ازگله، مختار و رشیدی، زهرا (1392)، طراحی الگوی تدریس مفهوم محور در درس علوم و بررسی نقش آن بر مهارت­های تفکر (خلاق، انتقادی) دانش‌آموزان پایه چهارم ابتدایی، مجله تدریس پژوهی، 1(1)، 80- 73.

رضایی سعید، منوچهری مهشید. (1387). بررسی و مقایسه اختلالات روانی سالمندان ساکن در خانه و سالمندان ساکن در سرای سالمندان در شهر تهران، مجله سالمندی ایران3(1)، 16-25.

سواری، کریم، عرب‌زاده، شیما (1392). ساخت و تعیین ویژگی‌های روان سنجی پرسشنامه خود تنظیمی تحصیلی. روان شناسی مدرسه، 2(2)، 75-92.

صفوی، امان‌اله. (1394). کلیات روش­ها و فنون تدریس(متن کوتاه)، تهران، معاصر.

عبدی، علی و ملابیگی، آذر (۱۳۹۵). تأثیر آموزش مبتنی بر الگوی مفهوم- محور در درس علوم تجربی بر میزان تفکر خلاق وپیشرفت درسی، نخستین همایش ملی برنامه­ریزی وتحول نظام آموزشی، قم، دانشگاه پیام نور استان قم،

 https://www.civilica.com/Paper-PDES01-PDES01_099.html

کریمیان، حسین، ناطقی، فائزه و سیفی، محمد (1396). جایگاه تفکر انتقادی در تعلیم و تربیت اسلامی مبتنی بر سند برنامه درسی ملی، فصلنامه پژوهش در مسائل تعلیم و تربیت اسلامی. 25(34)، 133-115.

Al-kreimeen, R. A. (2014). The Relationship between Individual Creativity and Self-Regulation-From Grade Nine Students Viewpoints in Jordan. International Proceedings of Economics Development and Research, 78, 85.

Abdi, A., & Molabeigi, A. (2016). The impact of concept-based learning on science in creative thinking and academic achievements. 1stNationalConference on thePlanningand Development of EducationSystem. Qom: Payame Noor University of Qom; Available from: https://www.civilica.com/Paper-PDES01-PDES01_099.html [In Persian].

Amini, D., Afrooz, GHA., Ahadi, H.,  Sharifi, Daramadi, P., & Homan, H. (2011). Comparing the effectiveness of the inductive thinking strategies instruction method with the traditional approach instruction on school achievements of mentally retarded fifth graders of Hamedan. Psychology of Exceptional Individuals.1(2):1-17. [In Persian].

Behrangi,M., & Nasiri, R. (2016). The effect of teaching science using education management model on self-directed learning of third-grade secondary school students. J New Approaches in Educational Administration; 7(28):109-130 [In Persian].

Basso, F. P., & Abrahão, M. H. M. B. (2018). Teaching Activities that Develop Learning Self-Regulation. Educação & Realidade, 43(2), 495-512.

Bredderman, T. (1981). Elementary school process curricula: A meta-analysis ERIC Document Reproduction Servicemen 170-333.

Bart, W. M., Hokanson, B., & Can, I. (2017). An Investigation of the Factor Structure of the Torrance Tests of Creative Thinking. Educational Sciences: Theory and Practice, 17(2), 515-528.

Cano, F. (2007). Approaches to learning and study orchestrations in high school students. European Journal of Psychology of Education, 22(2), 131-151.

Conțu, E. G. (2017). The role of classical and modern teaching methods in business education. In Proceedings of the International Conference on Business Excellence. 1(11), 276-283.

Dere, Z., & Ömeroglu, E. (2018). Development of Creative Behavior Observation Form: A Study on Validity and Reliability. Universal Journal of Educational Research, 6(3), 562-570.

Darvishi Ezgeleh M., & Rashidi Z. (2013). Designing a concept-based model of teaching in the course of science and investigating its role in thinking skills (creative and critical) of fourth-grade elementary students. Research in Teaching. 1(1):73-80 [In Persian].

Dimitrios, B., Sdrolias, L., Kakkos, N., Koutiva, M., & Koustelios, A. (2013). "Traditional Teaching Methods vs. Teaching through the Application of Information and Communication Technologies in the Accounting Field: Quo Vadis European Scientific Journal, ESJ 9, no. 28.

Edwards, P. A. (2015). The Effects of a Concept-Based Curriculum on Nursing Students' NCLEX-RN Exam Scores. COLLEGE OF EDUCATION Ph.D. Thesis. Walden University.

El- Nemr, M. A. (1979). Meta-analysis of the outcomes of teaching biology as inquiry. Boulder: University of Colorado.

Fonteyne, L., Duyck, W. De. & Fruyt, F. (2017). Program-specific prediction of academic achievement based on cognitive and non-cognitive factors. Learning and Individual Differences, 56, 34-48.

Ferrándiz, C., Ferrando, M., Soto, G., Sáinz, M., & Prieto, M. D. (2017). Divergent thinking and its dimensions: what we talk about and what we evaluate? Anales de psicología, 33(1), 40-47.

Giddens, J. F., & Morton, N. (2010). Report card: An evaluation of a concept-based curriculum. Nurse Educator Perspectives 31(6), 372–377. http://dx.doi.org/10.1043/1536-5026-31.6.372

Herinckx, H., Munkvold, J. P., winter, E., & Tanner, C. A. (2014). A measure to evaluate classroom teaching practices in nursing. Nursing Education Perspectives 35(1), 30–36. doi:10.5480/11-535.1.

Hillocks, G. (1987). Synthesis of research on teaching writing .Educational Leadership.44 (8), 71- 82.

Hasnor, H. N., Ahmad, Z., & Nordin, N. (2013). The relationship between learning approaches and academic achievement among Intec students, Uitm Shah Alam. Procedia-Social and Behavioral Sciences, 90, 178-186.

İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC medical education, 18(1), 291.

Karimiyan, H., Nateghi, F., & Seyfi, M. (2017). The place of critical thinking in Islamic education based on the national curriculum document. Res Islam Educ.; 25(34):115-133. [In Persian].

Lynn Erickson, H., (2012). Concept-based curriculum and instruction for the thinking classroom. Nouri A, Abdi A, translators. Tehran: Research Institute for Education [In Persian].

Lucas, B. (2019). The impact of Critical and Creative Thinking on achievement in Literacy and Numeracy.

Mirhosseini, F. S., Lavasani, M. G., & Hejazi, E. (2018). The effectiveness of self-regulation learning skills on motivational and academic variables among students. Middle East Journal of Family Medicine, 16(5), 68-75.

Neto, R. D. C. A., Rodrigues, V. P., & Melendez, A. (2018). Creative thinking and entrepreneurial behavior among k-12 teachers: a predictive study. Psico, 49(4), 395-401.

Oates, S. (2019). The importance of autonomous, self-regulated learning in Primary Initial Teacher Training. In Frontiers in Education (Vol. 4, p. 102). Frontiers.

Poursalim,A., Zamani, E., & Manafi Sharafabad, K. (2014). The effectiveness of collaborative learning on the creative thinking of fifth-grade students of Kouhdasht city in the course of science. Think Child. 5(9):1-19 [In Persian].

Rezaei, S., & Manouchehri, M. (2008). Comparison of mental disorders between homeowner residents and nurse home elders. J Salmand. 3(1):16-25 [In Persian].

Sevari, K., & Arabzade,SH. (2013). Construction and measurement of the psychometric properties of academic self-regulation questionnaire. J School Psychology. 2(2):75-92. [In Persian]. 

Safavi, A. (2015). General methods and techniques of teaching. Tehran: Maaser [In Persian].

Taba, H. (1966). Curriculum Development. New York: Harcourt, Brace and World, Inc.

Torrance, E. (1989). The Nature of Creativity as Manifest in, this Testing in, Stanberry, Robert J.; The Nature of Creativity Contemporary Psychological Perspectives, Cambridge university press.

Toharudin, U., Rahmat, A., & Kurniawan, I. S. (2019). The important of self-efficacy and self-regulation in learning: How should a student be?  In Journal of Physics: Conference Series. 1157(2), 022-074. IOP Publishing.

Vermunt, J. D., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 29(2), 269-299.

Xiao, S., Yao, K., & Wang, T. (2019). The Relationships of Self-regulated Learning and Academic Achievement in University Students. In SHS Web of Conferences (Vol. 60, p. 01003). EDP Sciences.

Al-kreimeen, R. A. (2014). The Relationship between Individual Creativity and Self-Regulation-From Grade Nine Students Viewpoints in Jordan. International Proceedings of Economics Development and Research, 78, 85.

Abdi, A., & Molabeigi, A. (2016). The impact of concept-based learning on science in creative thinking and academic achievements. 1stNationalConference on thePlanningand Development of EducationSystem. Qom: Payame Noor University of Qom; Available from: https://www.civilica.com/Paper-PDES01-PDES01_099.html [In Persian].

Amini, D., Afrooz, GHA., Ahadi, H.,  Sharifi, Daramadi, P., & Homan, H. (2011). Comparing the effectiveness of the inductive thinking strategies instruction method with the traditional approach instruction on school achievements of mentally retarded fifth graders of Hamedan. Psychology of Exceptional Individuals.1(2):1-17. [In Persian].

Behrangi,M., & Nasiri, R. (2016). The effect of teaching science using education management model on self-directed learning of third-grade secondary school students. J New Approaches in Educational Administration; 7(28):109-130 [In Persian].

Basso, F. P., & Abrahão, M. H. M. B. (2018). Teaching Activities that Develop Learning Self-Regulation. Educação & Realidade, 43(2), 495-512.

Bredderman, T. (1981). Elementary school process curricula: A meta-analysis ERIC Document Reproduction Servicemen 170-333.

Bart, W. M., Hokanson, B., & Can, I. (2017). An Investigation of the Factor Structure of the Torrance Tests of Creative Thinking. Educational Sciences: Theory and Practice, 17(2), 515-528.

Cano, F. (2007). Approaches to learning and study orchestrations in high school students. European Journal of Psychology of Education, 22(2), 131-151.

Conțu, E. G. (2017). The role of classical and modern teaching methods in business education. In Proceedings of the International Conference on Business Excellence. 1(11), 276-283.

Dere, Z., & Ömeroglu, E. (2018). Development of Creative Behavior Observation Form: A Study on Validity and Reliability. Universal Journal of Educational Research, 6(3), 562-570.

Darvishi Ezgeleh M., & Rashidi Z. (2013). Designing a concept-based model of teaching in the course of science and investigating its role in thinking skills (creative and critical) of fourth-grade elementary students. Research in Teaching. 1(1):73-80 [In Persian].

Dimitrios, B., Sdrolias, L., Kakkos, N., Koutiva, M., & Koustelios, A. (2013). "Traditional Teaching Methods vs. Teaching through the Application of Information and Communication Technologies in the Accounting Field: Quo Vadis European Scientific Journal, ESJ 9, no. 28.

Edwards, P. A. (2015). The Effects of a Concept-Based Curriculum on Nursing Students' NCLEX-RN Exam Scores. COLLEGE OF EDUCATION Ph.D. Thesis. Walden University.

El- Nemr, M. A. (1979). Meta-analysis of the outcomes of teaching biology as inquiry. Boulder: University of Colorado.

Fonteyne, L., Duyck, W. De. & Fruyt, F. (2017). Program-specific prediction of academic achievement based on cognitive and non-cognitive factors. Learning and Individual Differences, 56, 34-48.

Ferrándiz, C., Ferrando, M., Soto, G., Sáinz, M., & Prieto, M. D. (2017). Divergent thinking and its dimensions: what we talk about and what we evaluate? Anales de psicología, 33(1), 40-47.

Giddens, J. F., & Morton, N. (2010). Report card: An evaluation of a concept-based curriculum. Nurse Educator Perspectives 31(6), 372–377. http://dx.doi.org/10.1043/1536-5026-31.6.372

Herinckx, H., Munkvold, J. P., winter, E., & Tanner, C. A. (2014). A measure to evaluate classroom teaching practices in nursing. Nursing Education Perspectives 35(1), 30–36. doi:10.5480/11-535.1.

Hillocks, G. (1987). Synthesis of research on teaching writing .Educational Leadership.44 (8), 71- 82.

Hasnor, H. N., Ahmad, Z., & Nordin, N. (2013). The relationship between learning approaches and academic achievement among Intec students, Uitm Shah Alam. Procedia-Social and Behavioral Sciences, 90, 178-186.

İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC medical education, 18(1), 291.

Karimiyan, H., Nateghi, F., & Seyfi, M. (2017). The place of critical thinking in Islamic education based on the national curriculum document. Res Islam Educ.; 25(34):115-133. [In Persian].

Lynn Erickson, H., (2012). Concept-based curriculum and instruction for the thinking classroom. Nouri A, Abdi A, translators. Tehran: Research Institute for Education [In Persian].

Lucas, B. (2019). The impact of Critical and Creative Thinking on achievement in Literacy and Numeracy.

Mirhosseini, F. S., Lavasani, M. G., & Hejazi, E. (2018). The effectiveness of self-regulation learning skills on motivational and academic variables among students. Middle East Journal of Family Medicine, 16(5), 68-75.

Neto, R. D. C. A., Rodrigues, V. P., & Melendez, A. (2018). Creative thinking and entrepreneurial behavior among k-12 teachers: a predictive study. Psico, 49(4), 395-401.

Oates, S. (2019). The importance of autonomous, self-regulated learning in Primary Initial Teacher Training. In Frontiers in Education (Vol. 4, p. 102). Frontiers.

Poursalim,A., Zamani, E., & Manafi Sharafabad, K. (2014). The effectiveness of collaborative learning on the creative thinking of fifth-grade students of Kouhdasht city in the course of science. Think Child. 5(9):1-19 [In Persian].

Rezaei, S., & Manouchehri, M. (2008). Comparison of mental disorders between homeowner residents and nurse home elders. J Salmand. 3(1):16-25 [In Persian].

Sevari, K., & Arabzade,SH. (2013). Construction and measurement of the psychometric properties of academic self-regulation questionnaire. J School Psychology. 2(2):75-92. [In Persian]. 

Safavi, A. (2015). General methods and techniques of teaching. Tehran: Maaser [In Persian].

Taba, H. (1966). Curriculum Development. New York: Harcourt, Brace and World, Inc.

Torrance, E. (1989). The Nature of Creativity as Manifest in, this Testing in, Stanberry, Robert J.; The Nature of Creativity Contemporary Psychological Perspectives, Cambridge university press.

Toharudin, U., Rahmat, A., & Kurniawan, I. S. (2019). The important of self-efficacy and self-regulation in learning: How should a student be?  In Journal of Physics: Conference Series. 1157(2), 022-074. IOP Publishing.

Vermunt, J. D., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 29(2), 269-299.

Xiao, S., Yao, K., & Wang, T. (2019). The Relationships of Self-regulated Learning and Academic Achievement in University Students. In SHS Web of Conferences (Vol. 60, p. 01003). EDP Sciences.