اثربخشی آموزش فلسفه توسط رسانه کمیک استریپ بر کیفیت ذهن آگاهی دانش آموزان پایه پنجم ابتدایی
محورهای موضوعی : فن‎آوری اطلاعات
فاطمه پورسجادی
1
(کارشناس ارشد، رشته مشاوره مدرسه، دانشگاه تربیت دبیرشهیدرجایی، تهران، ایران)
سروش سوزنگر
2
(کارشناس ارشد تکنولوژی آموزشی، گروه علوم انسانی، دانشکده، دانشگاه اراک، اراک، ایران)
کلید واژه: دانش آموزان, ذهن آگاهی, آموزش فلسفه, فبک, کمیک استریپ,
چکیده مقاله :
هدف نویسندگان پژوهش، ارائة طرحی آموزشی با استفاده از فبک و رسانه کمیک استریپ جهت ارتقای سطح کیفی ذهن‌آگاهی کودکان می باشد. روش: پژوهش حاضر از نوع کاربردی و جامعه آماری آن کلیه دانش آموزان پایه پنجم شهر دزفول بود که از بین آنان 60 نفر با روش نمونه گیری خوشه ای دو مرحله ای انتخاب و در دو گروه 30 نفره آزمایش و کنترل جایگزین شدند. ابزارهای مورد استفاده در این پژوهش، کمیک استریپ محقق ساخته و پرسشنامه ذهن آگاهی در کودکان و نوجوانان گریکو(2010) (CAMM) بود که طی دو مرحله پیش آزمون و پس آزمون تکمیل شد. جهت اجرای متغیرمستقل، در 8جلسه و طی 4 هفته، 8 داستان از متون کلاسیک فارسی برای گروه آزمایش انتخاب و برای گروه کنترل نیزهمان مضامین از طریق روش سخنرانی اجراشد.یافته های بدست آمده نشان داد که برنامه آموزشی بر میزان رشد ذهن‌آگاهی دانش آموزان تاثیر معناداری داشته به گونه ایکه میزان اندازه اثر در ذهن آگاهی32/62درصد بود(P<0.05). نتیجه گیری: رویکرد فبک به وسیله رسانه کمیک استریپ به عنوان یک رسانه تصویری و جذاب در جهت آموزش مطالب، می تواند منجر به تقویت سطح ذهن آگاهی کودکان در موقعیت های واقعی و عمق بخشیدن به تجربیات یادگیری به کارگرفته شود.
The aim of the authors research is to present an educational plan usingFacebook and comic strip media to improve the quality level of children's mental awareness.Method: The present research is of applied type and its statistical populationwas all fifth grade students of Dezful city, among whom 60 people were selected by two-stage cluster sampling method and replaced in two groups of 30 people, experimental and control. The tools used in this research wereresearcher-made comic strip and Grieco (2010) Mindfulness Questionnaire inChildren and Adolescents (CAMM), which was completed in two phases: pre-test and post-test. In order to implement the independent variable, in 8 sessions and during 4 weeks, 8 stories from classical Persian texts were selected for the experimental group and the same topics were performed for the control groupthrough the lecture method.The findings showed that the educational program had a significant impact on the growth of students' mindfulness, so that the effect size on mindfulness was 62.32% (P<0.05.(Conclusion: Fabak's approach using the comic strip media as a visual andattractive media for teaching content can lead to strengthening the level of children's mindfulness in real situations and deepening the learning experiences.
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-Akbari, A, Javidi Kalate, Jafarabadi, T, Shabani Varki, B, Taqvi, M, 2013. Philosophy for children, philosophical themes in the stories of classic texts of Persian literature, thinking and children, Humanities and Cultural Studies Institute, 3(2) , 1-25. (Persian)
-Akbari, M, Arjamandania, A, Afrooz, G, Kamkar, K, 2016. Effectiveness of mindfulness training on self-regulation and academic progress of students with math learning disorders. Journal of Behavioral Science Research,(15)4, 525-518. (Persian)
-Akcana, N. (2020). An alternative teaching tool in science education: Educational comics. International Online Journal of Education and Teaching (IOJET), 7(4). 1550-1570.
-Ansari, S, Saraji, F, Yousefizadeh, M. R, 2019. Explaining the model of media literacy education for students of the second year of primary school based on the Fabak model, biannual scientific journal of thinking and children of Humanities and Cultural Studies Research Institute, 11(1), 3 -25. (Persian)
-Asadi, M, 2019. Teaching philosophy to children and its role in critical thinking. Abstract of the articles of the second national conference of the Philosophy of Education Association, Research Institute of Education Studies(Persian).
-Babapour, Kh, Poursharifi, H, Hashemi, T, Ahmadi, E, 2013. The relationship between the metacognition components of mindfulness and obsessive beliefs of students, Journal of School Psychology, Volume 1(4), 23-38. (Persian)
-BadriGregari, R. Vahidi, 2014. The effect of implementation of philosophy program for children on the development of moral intelligence of female students. (Persian)
-Behrad, H, Abdullahzadeh, A, 2015. Predicting the academic self-efficacy of the second year high school students of Meshgin Shahr based on the score of mindfulness and negative emotions. Third National Conference on Psychology and Educational Sciences, 931-941. (Persian)
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-Crane, R, 2013. cognitive therapy based on the presence of mind with emphasis on specific characteristics, translated by Mohammad Khani, Parvaneh; Khanipour, H; Jafari, Firuzeh. Tehran: University of Well-Being and Empowerment University Publications.
-Esmailian, N, 2014. Investigating the psychometric characteristics & factor structure of the mindfulness scale in children and adolescents, the 2nd National Congress of Child and Adolescent Psychology, Shahid Beheshti University, Tehran. (Persian)
-EsmailiShad, B., 2018, the relationship between philosophical mindset and self-regulation of students' learning with role Mediator using information technology, quarterly Information and communication technology in educational sciences 9(4), 113-130. (Persian)
-FarajElahi, M, Mostafavi, M, 2013. Philosophy for children to develop critical thinking, Epistemological Research, Volume 1, Number 3, 89-107. (Persian)
-Felver, J. C.2016. Celis-de Hoyos, C. E, Tezanos, K, & Singh, N. N. A systematic review of mindfulness-based interventions for youth in school settings. Mindfulness, 7(1): 34-45. doi:10.1007/s12671-015-0389-4.
-Gokel, O. Daglı, G. 2017. Effects of Social Skill Training Program on Social Skills of Young People. EURASIA Journal of Mathematics, Science and Technology Education ISSN: 1305-8223 (online) 1305-8215 (print) 2017 13(11):7365-7373 DOI: 10.12973/ejmste/79615.
-Hamidi, F, Imam Juma M.R, Nami, A, 2019. The effect of dialogic teaching method in philosophical exploration circles on the reflective thinking of primary school students, New Journal of Cognitive Sciences, Volume 22(2), 120-131. (Persian)
-Hamidi, F, Imam Juma M.R, Nami, A, 2019. The effect of philosophizing education on the care thinking of elementary school students, Journal of New Educational Thoughts, Volume 16(3), P 57, 88-69. (Persian)
-Hedayati, M, Zaribaf, M. 2013 Developing Spiritual Intelligence through Philosophy for Children Program. Thinking and Children, 3(5): 135-166. (Persian)
-Hooshmandi, F, Shamshiri, B, Abroshannt, H. (2020) "The Effect of Pedagogical Approach of Philosophy for Children on the Questioning in Science Course (The Case: First Grade Elementary School Students)". Educational and Scholastic studies, 9(1): 171-192. (Persian)
-Hosseini, L, Manshai, Gh, 2019. The effect of child-centered mindfulness therapy on the anxiety of children aged 8 to 12 years with depressive symptoms, Child Mental Health Quarterly, 7(1), 256-245. (Persian)
-Hosseini, L, Manshai, Gh, 2017. Effectiveness of child-centered mindfulness training on social adjustment and depressive symptoms in children with depressive disorder, Psychological Quarterly of Exceptional People, 7(29), 179-200. (Persian)
-Houts, P. Doak, C. Doak, L. LoscalzM. (2006). The role of pictures in improving health communication: A review of research oo, n attention, comprehension, recall, and adherence. Patient Education and Counseling 61, 173–190. (Persian)
-IsaMoradRoudineh, A, Nafar, Z, Fatemi, F. (2019) "The Effectiveness of Teaching Philosophy on Children on Empathy and Solving Social Problems Elementary School Students". Clinical Psychology Studies, 9(36): 117-134. (Persian)
-Jafari,z. 2013. Investigating the effect of teaching philosophy to children on the research spirit of preschool children. Master thesis, Tehran: Al-Zahra University. (Persian)
-JebelAmili Forushani, Z. Yousefi, A. R. Qaidi, Y., Keshti Arai, 2014. Explaining the philosophical foundations (epistemology) of philosophy education for children in Iran, Journal of Curriculum Research, 19-9. (Persian)
-Jones, S. M., Barnes, S. P., Bailey, R., & Doolittle, E. J. 2017. Promoting social and emotional competencies in elementary school. The Future of Children, 3: 49–72.
-Khaniki, H, Noorirad, F, Shahhoseini, V. (2018) "Study of the process of formation of exploratory dialogue in the class, Philosophy for Children", Thinking and Children, 8(2): 21-58. (Persian)
-Khadivi, A, 2022. Phenomenology of philosophy program for children in elementary education in Iran, scientific journal of philosophical researches of Tabriz University, 16(38), 29-61. (Persian)
-Kiyaie, T, Musazadeh, Z. (2018) "Opportunities and Threats in the Realm of Religious and Moral Education in the Philosophical Curriculum for Children". Journal of Islamic Education, 13(26): 97-115. (in Persian)
-Leyland, M. (2015). Mindfulness and Student Success. Journal of Adult Education, 44(1), 19-24.
-Lipman, M. (2003).Thinking In Education, second edition, Cambridge University Press.
-Maheri, S, Araghieh, A, Ghaedy, Y, Mehdizadeh, A, Sousahabi, P. (2021) Identifying the challenges of teaching philosophy to children from the perspective of preschool educators (a phenomenological study)". Thinking and Children, 12(1): 259-287. (Persian)
-Mehdizadeh, A., Araghieh, A., heydarieh, H. (2019) "The Effect of Teaching Philosophy for Children (P4C) on the Creativity Development of 5th Primary School Boy Students in the District of a Baharestan Education". Journal of Innovation and Creativity in Human Science, 8(3): 193-216. (Persian)
-MirBagheri, S., Noshadi, N., Nikdel, F. (2019) "The Effect of Philosophy for Children Program on the Theory of Mind and Machiavellianism Beliefs". Thinking and Children, 10(1): 261-277. (Persian)
-McCloud, Scott. (2014). Understanding Comics: The Invisible Art. New York: HarperPerennial.
-Mohammadi, Gh.R, Pirani, Z, 2022. Evaluating the effectiveness of philosophy education for children and group play therapy, using a cognitive-behavioral method, on the social performance of children with separation anxiety disorder, Counseling and Psychotherapy Culture Quarterly, 13(49), 248 -219. (Persian)
-Moreno, R. Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358–368.
-Murris, K.(2016). Philosophy with picturebooks. university of Cape Town. DOI:10.1007/978-981-287-532-7_164-1.
-Nabizadeh, S, Kord Noughani, R, Yaqoubi, A, Rashid, Kh, 2018. The effect of mindfulness method based on social-emotional learning on the components of social-emotional competence and academic performance of children, Educational Research Journal, Volume 17(1), P 31, 100-91. (Persian)
-Naji, S. 2015. Philosophical exploration for children (two volumes), conversation with new revolutionary pioneers in education and training. Tehran, Research Institute of Humanities and Cultural Studies. (Persian)
-Navidian, A., Vahedi, S., Badri Gargary, R., Fathi Azar, E. (2021) "The Impact of Teaching Philosophy Children at Psychological Flexibility at Elementary Students with a Cultural Based Approach". Journal of Applied Psychological Research, 12(2): 265-282. (Persian)
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