تاثیر شبیه‌سازی تعاملی بر یادگیری درس ریاضی و خلاقیت دانش‌آموزان پایه چهارم استان البرز
محورهای موضوعی : فن‎آوری اطلاعاتپریچهر علی‌پور اهر 1 , سوسن بالغی‌زاده 2 , شایسته هاشمی علیا 3
1 - گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد تهران مرکزی، شهر تهران، ایران
2 - گروه علوم تربیتی ، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد تهران مرکزی، شهر تهران ، ایران
3 - گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد تهران مرکزی،شهر تهران، ایران
کلید واژه: خلاقیت, یادگیری ریاضی, شبیه‌سازی تعاملی,
چکیده مقاله :
پژوهش حاضر باهدف بررسی تاثیر شبیه‌سازی تعاملی بر یادگیری درس ریاضی و خلاقیت دانش‌آموزان پایه چهارم ابتدایی استان البرز در درس ریاضی انجام گرفت. این پژوهش از نظرهدف، کاربردی و ازنظرروش اجرا، ازنوع شبه‌آزمایشی (شبه تجربی) با طرح پیش‌آزمون، پس‌آزمون باگروه کنترل بود. جامعه آماری شامل 18249 دانش‌آموزدخترو18449 دانش‌آموز پسرپایه چهارم ابتدایی استان البرز درسال تحصیلی 1400-1399 بودند که به صورت تصادفی ساده در دوگروه30 نفره از دختران و پسران در دو گروه کنترل و آزمایش قرارگرفتند. گروه آزمایش با استفاده از شبیه‌سازی تعاملی فت و گروه کنترل با برنامه شاد و واتساپ آموزش داده شدند. در این پژوهش برای سنجش یادگیری درس ریاضی، آزمون محقق‌ساخته و برای سنجش خلاقیت، از پرسشنامه‌ای با عنوان "پرسشنامه خلاقیت کودکان" استفاده شد. پایایی آزمون ریاضی با روش کودرریچاردسون ومقدار 0.716 و پایایی پرسشنامه خلاقیت با روش آلفای کرونباخ با مقدار 0.826 به‌دست آمد. برای تحلیل آماری روش تحلیل کواریانس دوراهه استفاده شد. نتایج نشان داد آموزش با شبیه‌سازی تعاملی بر میزان یادگیری درس ریاضی و خلاقیت دانش‌آموزان پایه چهارم ابتدایی، نسبت به آموزش با برنامه شاد و واتساپ تاثیر معنی‌داری داشته است. همچنین میانگین نمرات یادگیری درس ریاضی و همین‌طور خلاقیت در مرحله پس‌آزمون در بین دانش‌آموزان پسر بیشتر از دانش‌آموزان دختر است.
The aim of this study was to investigate the effect of interactive simulation on learning mathematics and creativity of fourth grade elementary students in Alborz province.The research method was quasi-experimental with pre-test design, post-test with control group. By multi-stage multi-stage cluster sampling of 60 people in two groups of 30 girls and boys in two groups of control (training with Shad program and WhatsApp) and experiments (training with interactive simulation PhET) were selected. Before the training, both groups underwent a pre-test and after the training, a post-test was performed for both groups Data collection tools were used to measure math lesson learning, researcher-made test ,"Children's Creativity Questionnaire" were used to measure creativity. The reliability of the math test was 0.716 with Kuder Richardson method and the reliability of the Creativity Questionnaire was Cronbach's alpha with 0.826. Two-way analysis of covariance was used for statistical analysis. The results showed education with interactive simulation had a significant effect on the learning rate of mathematics and creativity of fourth grade elementary students compared to education with a Shad program and WhatsApp. Also, the average scores of learning mathematics as well as creativity in the post-test stage are higher among male students than female.
Akinsola, M. K., Animasahun, I. A. (2007). The Effect of Simulation-Games Environment on Students Achievement in and Attitudes to Mathematics in Secondary Schools. Online Submission, 6(3).
Alian, H., Heidari, M., Ahmadi, M. (2020). The effect of augmented reality education on learning social studies Sixth grade elementary students, Information and Communication Technology in Educational Sciences, 10(4), 147-166. (in Persian).
Amrai, F., Ghadampour, E., Sharifi, T., Ghzanfari, A.(2019). The comparison effect of extensively thinking skills and self-regulation learning strategies training on creativity (fluidity, initiative, flexibility, expansion) of students, Innovation & Creativity In Human Science, 8(4), 97-128. (in Persian).
Azizinejad, B., Allah Karami, F. (2018). Comparing the effect of ICT-based education with traditional education on students' academic enthusiasm. Technology of Education Journal, 13(1), 203-212.9 (in Persian).
Badeleh, A. (2018). Comparison of simulation-based education with a constructivist approach and a systematic approach to learning and retention of technical and professional students. Educational and school studies, 6(2). (in Persian).
Badeleh, A., Chiti, F. (2021). The effect of learning objects on students' academic achievement and self-efficacy. Information and Communication Thechnology in Education Science, 11(44), 89-105. (in Persian).
Batuyong, C. T., Antonio, V. V. (2018). Exploring the effect of PhET interactive simulation-based activities on students’ performance and learning experiences in electromagnetism. Asia Pacific Journal of Multidisciplinary Research, 6(2), 121-131.
Beaton, A.E., Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., Kelly, D.L., &
Smith, T.A. (1996). Mathematics Achievement in the Middle School
years: IEA's Third International Mathematics and Science Study
(TIMSS). Chestnut Hill, MA: Boston College.
Bidgoli, Z., Norouzi, D., Maghami, H. (1397). The Impact of School Intelligence Technologies on Students' Creativity. Innovation and Creativity in the Humanities 7 (4), 241-262. (in Persian).
Cannon-Diehl. M.R. (2009). Simulation in health care and nursing: State of the science. Critical Care Nursing Quarterly, 32(2),128.
Delf Echresh H. (2010). Effect of computer-assisted instruction on science achievement.Journal of technology of education,5(1), 35-39.
Habibi, H., Jumadi, J., & Mundilarto, M. (2020). PhET simulation as means to trigger the creative thinking skills of physics concepts. International Journal of Emerging Technologies in Learning, 15(6), 166-172(in Persian).
Haryadi, R., Pujiastuti, H. (2020, April). PhET simulation software-based learning to improve science process skills. In Journal of Physics: Conference Series (Vol. 1521, No. 2, p. 022017). IOP Publishing. (in Persian).
Hosseinikhah, N., Vahedian, M., (2011). A comparison of attachment styles and critivity among male and female university students. Innovation & Critivity in human science 1(2), 89-109. (in Persian).
Hosseini Nasab, E., Sharif, H. (2011). A study of the relationship between learning and creativity skills with thired grade high-school male and female students’ academic achievement in Boukan in 2009-2010. Journal of educational science, 3(12), 7-28. (in Persian).
Jahini, B. (2017), The effect of using the simulation method in the constructivist environment on students' creativity in the first grade high school math course of Mahabad city in the academic year of 1995-96, the second national conference on new approaches in education and research, Mahmoudabad, https: / /civilica.com/doc/701935(in Persian).
Jangizehi shastan, H., Nili Ahmadabadi, M., H., Zaraii Zavarak, E., Pezeshk, SH. Delavar, A.(2017). Impact of Instructional Multimedia on Learning, Motivation and Participation of Students With Mentally Retardation in Mathematics. Curriculume Technology, 2(3), 15-28.
Janson, S. (1996). The contribution of large-scale assessment Programs to
Research on Gender Differences. Educational Research and Evaluation,2,25-49.
Khosh Tale, M. Vasefian, F. (2019). The effectiveness of teaching method based on physics simulation on the creativity of high school students in Isfahan in the academic year 1397-98. Scientific Journal of Education and Evaluation (Quarterly) 12 (47), 185-204. (in Persian).
Kiamanesh, A., pourasghar, N. (2008). Investigating the difference between girls and boys in variables related to mathematical performance (self - concept) Mathematics, Motivation to Learn Mathematics and Prior Mathematical Performance (and Its Role on Progress). Journal of Psychology, University of Tabriz, 4(13),161-190. (in Persian).
Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education,95,74-87.
Lulee S.T. (2010). Basic principles of Interaction for learning in Web – Based Environment. online Education, perspectives on a New Environment, pp.123-138.New York, NY: Prager Publishers.
Mehtari Arani, M., Rajabiyan dehzireh, M., Baghbani, A., Sotudeh Arani, H. (2018). The effect of computer-based educational simulation on mental well-being and lifelong learning in students. Educ Strategy Med Sci 2019, 11(5): 1-13. (in Persian).
Mirkamali, S.M., Khourshidi, A. (2009). The Effective Factors on development of creativity in elementary school students of Gilan province, Journal of Psychology and Education, 39(2), 51-75. (in Persian).
Mullis, I.V.S., Martin, M.O., Beaton, A.E., Gonzalez, E.J., Gregory, K.D.,
Garden, R.A., O'Connor, K.M., Chrostowski, S.J., & Smith, T.A. (2000).
TIMSS 1999: International Mathematics Report, finding from IEA's
Report of the Third International Mathematics and Science Study at the
Eight Grades. MA, Boston, TIMSS International Study Center: Boston
College.
Norouzi, D., Velayati, E., Vahdani Asadi, M. Advanced Instructional Technology. (2017),Tehran. (in Persian).
Omidvar Farahani, G. (2003). Existence and Important of Online Interaction. Dissertation submitted to the Faculty for the degree of Doctor of philosophy, Virginia Polytechnic Institute and State University. (in Persian).
Prima, E., Putri, A. R., Rustaman, N. (2018). Learning Solar System Using PhET Simulation to Improve Students' Understanding and Motivation. Journal of Science Learning, 1(2), 60-70.
Sardari, P. (2006). Comparison of the effect of teaching method with the help of CD of educational programs produced in the office of educational technology and traditional method, on academic achievement and retention of geography course in the first year of middle school in non-profit schools in Tehran in the academic year 2006-2005, Master Thesis, Allameh Tabatabai University. (in Persian).
Zangeneh, H., Saedi, N. (2016). The effect of three-dimensional simulation of geometry concepts on students learning and retention in third grade of high school. Educ Strategy Med Sci 2017, 9(6): 431-438. (in Persian).
Zangeneh, H., Saedi, N. (2016). The effect of the use of information and communication technology with a constructivist approach on the active learning of experimental sciences Students fourth grade elementary students of Alborz province. Educational Studies 6 (1), 137-154.
_||_Akinsola, M. K., Animasahun, I. A. (2007). The Effect of Simulation-Games Environment on Students Achievement in and Attitudes to Mathematics in Secondary Schools. Online Submission, 6(3).
Alian, H., Heidari, M., Ahmadi, M. (2020). The effect of augmented reality education on learning social studies Sixth grade elementary students, Information and Communication Technology in Educational Sciences, 10(4), 147-166. (in Persian).
Amrai, F., Ghadampour, E., Sharifi, T., Ghzanfari, A.(2019). The comparison effect of extensively thinking skills and self-regulation learning strategies training on creativity (fluidity, initiative, flexibility, expansion) of students, Innovation & Creativity In Human Science, 8(4), 97-128. (in Persian).
Azizinejad, B., Allah Karami, F. (2018). Comparing the effect of ICT-based education with traditional education on students' academic enthusiasm. Technology of Education Journal, 13(1), 203-212.9 (in Persian).
Badeleh, A. (2018). Comparison of simulation-based education with a constructivist approach and a systematic approach to learning and retention of technical and professional students. Educational and school studies, 6(2). (in Persian).
Badeleh, A., Chiti, F. (2021). The effect of learning objects on students' academic achievement and self-efficacy. Information and Communication Thechnology in Education Science, 11(44), 89-105. (in Persian).
Batuyong, C. T., Antonio, V. V. (2018). Exploring the effect of PhET interactive simulation-based activities on students’ performance and learning experiences in electromagnetism. Asia Pacific Journal of Multidisciplinary Research, 6(2), 121-131.
Beaton, A.E., Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., Kelly, D.L., &
Smith, T.A. (1996). Mathematics Achievement in the Middle School
years: IEA's Third International Mathematics and Science Study
(TIMSS). Chestnut Hill, MA: Boston College.
Bidgoli, Z., Norouzi, D., Maghami, H. (1397). The Impact of School Intelligence Technologies on Students' Creativity. Innovation and Creativity in the Humanities 7 (4), 241-262. (in Persian).
Cannon-Diehl. M.R. (2009). Simulation in health care and nursing: State of the science. Critical Care Nursing Quarterly, 32(2),128.
Delf Echresh H. (2010). Effect of computer-assisted instruction on science achievement.Journal of technology of education,5(1), 35-39.
Habibi, H., Jumadi, J., & Mundilarto, M. (2020). PhET simulation as means to trigger the creative thinking skills of physics concepts. International Journal of Emerging Technologies in Learning, 15(6), 166-172(in Persian).
Haryadi, R., Pujiastuti, H. (2020, April). PhET simulation software-based learning to improve science process skills. In Journal of Physics: Conference Series (Vol. 1521, No. 2, p. 022017). IOP Publishing. (in Persian).
Hosseinikhah, N., Vahedian, M., (2011). A comparison of attachment styles and critivity among male and female university students. Innovation & Critivity in human science 1(2), 89-109. (in Persian).
Hosseini Nasab, E., Sharif, H. (2011). A study of the relationship between learning and creativity skills with thired grade high-school male and female students’ academic achievement in Boukan in 2009-2010. Journal of educational science, 3(12), 7-28. (in Persian).
Jahini, B. (2017), The effect of using the simulation method in the constructivist environment on students' creativity in the first grade high school math course of Mahabad city in the academic year of 1995-96, the second national conference on new approaches in education and research, Mahmoudabad, https: / /civilica.com/doc/701935(in Persian).
Jangizehi shastan, H., Nili Ahmadabadi, M., H., Zaraii Zavarak, E., Pezeshk, SH. Delavar, A.(2017). Impact of Instructional Multimedia on Learning, Motivation and Participation of Students With Mentally Retardation in Mathematics. Curriculume Technology, 2(3), 15-28.
Janson, S. (1996). The contribution of large-scale assessment Programs to
Research on Gender Differences. Educational Research and Evaluation,2,25-49.
Khosh Tale, M. Vasefian, F. (2019). The effectiveness of teaching method based on physics simulation on the creativity of high school students in Isfahan in the academic year 1397-98. Scientific Journal of Education and Evaluation (Quarterly) 12 (47), 185-204. (in Persian).
Kiamanesh, A., pourasghar, N. (2008). Investigating the difference between girls and boys in variables related to mathematical performance (self - concept) Mathematics, Motivation to Learn Mathematics and Prior Mathematical Performance (and Its Role on Progress). Journal of Psychology, University of Tabriz, 4(13),161-190. (in Persian).
Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education,95,74-87.
Lulee S.T. (2010). Basic principles of Interaction for learning in Web – Based Environment. online Education, perspectives on a New Environment, pp.123-138.New York, NY: Prager Publishers.
Mehtari Arani, M., Rajabiyan dehzireh, M., Baghbani, A., Sotudeh Arani, H. (2018). The effect of computer-based educational simulation on mental well-being and lifelong learning in students. Educ Strategy Med Sci 2019, 11(5): 1-13. (in Persian).
Mirkamali, S.M., Khourshidi, A. (2009). The Effective Factors on development of creativity in elementary school students of Gilan province, Journal of Psychology and Education, 39(2), 51-75. (in Persian).
Mullis, I.V.S., Martin, M.O., Beaton, A.E., Gonzalez, E.J., Gregory, K.D.,
Garden, R.A., O'Connor, K.M., Chrostowski, S.J., & Smith, T.A. (2000).
TIMSS 1999: International Mathematics Report, finding from IEA's
Report of the Third International Mathematics and Science Study at the
Eight Grades. MA, Boston, TIMSS International Study Center: Boston
College.
Norouzi, D., Velayati, E., Vahdani Asadi, M. Advanced Instructional Technology. (2017),Tehran. (in Persian).
Omidvar Farahani, G. (2003). Existence and Important of Online Interaction. Dissertation submitted to the Faculty for the degree of Doctor of philosophy, Virginia Polytechnic Institute and State University. (in Persian).
Prima, E., Putri, A. R., Rustaman, N. (2018). Learning Solar System Using PhET Simulation to Improve Students' Understanding and Motivation. Journal of Science Learning, 1(2), 60-70.
Sardari, P. (2006). Comparison of the effect of teaching method with the help of CD of educational programs produced in the office of educational technology and traditional method, on academic achievement and retention of geography course in the first year of middle school in non-profit schools in Tehran in the academic year 2006-2005, Master Thesis, Allameh Tabatabai University. (in Persian).
Zangeneh, H., Saedi, N. (2016). The effect of three-dimensional simulation of geometry concepts on students learning and retention in third grade of high school. Educ Strategy Med Sci 2017, 9(6): 431-438. (in Persian).
Zangeneh, H., Saedi, N. (2016). The effect of the use of information and communication technology with a constructivist approach on the active learning of experimental sciences Students fourth grade elementary students of Alborz province. Educational Studies 6 (1), 137-154.
