ارزیابی اثر بخشی آموزش مبتنی بر رویکرد محاوره ای بر ارتقاء نظریه ذهن و فرا دانش خواندن
محورهای موضوعی : تکتونواستراتیگرافی
روشنک نیکپور
1
(دانشجوی دکتری دانشگاه خوارزمی)
پروین کدیور
2
(هیات علمی دانشگاه خوارزمی)
محمد حسین عبدللهی
3
(دانشیار دانشگاه خوارزمی)
غلامرضا صرامی
4
(استادیار دانشگاه خوارزمی)
کلید واژه: آموزش نظریه ذهن, فراشناخت خواندن, رویکرد محاوره ای,
چکیده مقاله :
این پژوهش با هدف ارزیابی اثر بخشی آموزش با رویکرد محاورهای، بر ارتقاء نظریه ذهن و تاثیر آن بر مهارتهای فراشناختی خواندن انجام شد.جامعه آماری پژوهش شامل دانش آموزان مدارس پسرانه شهرستان شیراز (مقطع دبستان) بود. در یک طرح نیمه آزمایشی از نوع پیش آزمون پس آزمون به همراه پیگیری، تعداد 44 دانش آموز پسر ( 24 دانش آموز پایه چهارم در مطالعه اول و 20 دانش آموز پایه سوم در مطالعه دوم) به ترتیب به روش نمونهگیری خوشهای و نمونهگیری در دسترس انتخاب شدند. شرکت کنندگان در هر یک از گروهها، پرسشنامه فراشناخت خواندن، آزمون درک مطلب و تکلیف نظریه ذهن (داستان های عجیب) را تکمیل کردند. در مطالعه اول 24 دانش آموز پسر پایه چهارم در دو گروه آموزش و گواه به تصادف توزیع و در چهار جلسه آموزشی شرکت کردند. در مطالعه دوم 20 دانش آموز پسر پایه سوم در دو گروه آزمایش و گواه توزیع شدند. دادهها با استفاده از تحلیل کوواریانس و تحلیل نمرات افزوده مورد تحلیل قرار گرفت. نتایج نشان داد که در هر دو مطالعه، صرف نظر ازتوانایی درک مطلب،کودکان گروه آزمایشی نسبت به گروه گواه، عملکرد بالاتری در نمرات مربوط به نظریه ذهن داشتند. علاوه بر آن تعمیم اثر آزمایشی به دلیل تحولی بودن مهارتهای فراشناختی خواندن، تنها در دانشآموزان 9 تا 10 سال مشاهده شد.
The aim of the present study was to evaluate the effectiveness of conversation based approach training on theory of mind and meta knowledge of reading . in a quasi experimental design ( pre test post test and fallow up with control group ) , 44 elementary boy students( 24 for first study and 20 for second) was selected through cluster sampling and convenience sampling in order . each participant in each group fill out strange stories , comprehension test and meta comprehension test . In first study 24 students ( mean age of 9 to 10) randomly assign in experimental and control group. Data was analyzed through analysis of covariance (ANCOVA). and analysis of gain scores. Result show that in both study children in the experimental group performed significantly better on the ToM task at post-test and follow-up. Furthermore the generalization of training effect on meta knowledge was seen only in 9 to 10 year olds students.
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