اثربخشی آموزش مبتنی بر الگوی تدریس پنج مرحله ای بایبی (5E) بر یادگیری و انگیزش پیشرفت تحصیلی دانشجویان
محورهای موضوعی :
آموزش و پرورش
فرانک موسوی
1
1 - گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران
تاریخ دریافت : 1396/01/17
تاریخ پذیرش : 1397/12/26
تاریخ انتشار : 1398/03/01
کلید واژه:
دانشجویان,
یادگیری,
انگیزش پیشرفت,
طراحی آموزشی,
الگوی پنج مرحله ای بایبی,
چکیده مقاله :
مطالعه حاضر با هدف اثربخشی آموزش مبتنی بر الگوی تدریس پنج مرحله ای بایبی (5E) بر یادگیری و انگیزش پیشرفت تحصیلی دانشجویان انجام گرفت. مطالعه به روش شبه تجربی انجام شد. جامعه آماری، شامل کلیه دانشجویان دانشگاه آزاد اسلامی واحد کرمانشاه در سال تحصیلی 1395 بود. به روش نمونهگیری تصادفی خوشه ای چند مرحله ای، تعداد50 نفر به عنوان نمونه آماری انتخاب شدند. ابزار مورد استفاده در این پژوهش آزمون انگیزش پیشرفت هرمنس بود. تجزیه و تحلیل داده ها با استفاده از شاخصهای میانگین و انحراف معیار و آزمون تحلیل کواریانس انجام شد. نتایج نشان داد که میانگین نمرات یادگیری و انگیزش پیشرفت دانشجویان گروه آزمایش که از الگوی طراحی آموزشی بایبی برای آموزش آنها استفاده شده بود به شکل معنی دار آماری از گروه کنترل که به شکل متداول آموزش دیده بودند در پس آزمون، بیشتر بود(p=0.001). همچنین بین میانگین نمرات گروه های آزمایش و کنترل در آزمون یادگیری و انگیزش پیشرفت تفاوت معنی دار آماری یافت شد(p<0/05). با توجه به تاثیر مثبت الگوی طراحی آموزشی بایبی بر افزایش میزان یادگیری و انگیزش پیشرفت؛ استفاده از این الگو به منظور افزایش میزان یادگیری و انگیزش پیشرفت دانشجویان، پیشنهاد میگردد.
چکیده انگلیسی:
The purpose of this study was to Training based teaching model Bybee step (5e) on learning and motivate student achievement The study was experimental. The population consisted of all the male students in the Azad university Kermanshah city in academic year of 2017.(50 students) were selected by multi stage random sampling. Achieve ment motivation test was used tools. Analysis of the data involved both descriptive and inferential statistics including means, standard deviations and covariance analyses. The analysis of the data in the form of covariance analysis test showed that using Bybee Teaching Method on promotion Educational Achievement Motivation of Students and sub scales on the studied students. The findings of the research showed that there was a significant difference between control group and experiment group in the after the test (p=0/001).There were also difference between groups based on the Educational Achievement Motivation and learning of Students (p<0/05). According to the findings of this research it can be conducted that presenting of that intervention of education based on the Bybee Teaching Method for increasing the level of Educational Achievement Motivation and learning of Students; so this research suggests the use of education based on the Bybee Teaching Method Cooperative Learning Method to increase the level of Educational Achievement Motivation and learning in the students
منابع و مأخذ:
References
Acisli S, Yaclcuin S, Turgut U. (2011). Effects of the 5E Learning Model on Students’ Academic Achievements in Movement and Force Issues. Procedia Social and Behavioral Sciences. 15(1):2459–2462.
Boddy, N.; Watson, K. & Aubusson, P. (2003). A trial of the five e’s: a referent model for constructivist teaching and learning. Research in Science Education, 33: 27-42.
Bybee, R. W. (2006). The BSCS 5E instruction model: Origins, Effectiveness, and Applications. Colorado springs: BSCS. International Journal of Man-Machine studies, 29, 407-427.
Bybee, W. Rodger. (2009). The bscs 5E instructional model and v2st century skills. Available online at www.Sciencedirect.Com.
Ceylan, E. (2008). Effects of 5E learning cycle model on understanding of stat of matter and solubility concepts.
Ergin, I. (2012). Constructivist approach based 5E model and usability instructional physics. Vol. 6, No: 4.sissippi University.
Fazelian P, Navehebrahim A, Soraghi S. (2010). The Effect of 5E instructional Design Model on Learning and Retention of Science for Middle Class Students. Procedia Social and Behavioral Science 5. 5(1):140-143.
Gopal,T (2009). Integration of the BSCS 5E instructional method and technology in an anatomy and physiology lab. Doctoral dissertation, Southern Miss.
Hasanpor dehkordi A, Kheiri S, Shahrani M.(2008). ]The effect of teaching using, problem base learning and lecture on behavior, attitude and learning of nursing (BSc) students. J Shahrekord University Medical Science. (3) :p 76-82.(in Persian).
Hui-Chuan, L. (2006). Effects of cooperative learning on motivation, learning strategy utilization, and grammar achievement of English language learners in Taiwan. (Doctoral dissertation). University of New Orleans.
Karsli, F, Alipaşa. (2014). Developing a Laboratory Activity by Using 5e Learning Model on Student Learning of Factors Affecting the Reaction Rate and Improving Scientific Process Skills. Procardia - Social and Behavioral Sciences, 143: 663 – 668.
Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning, 6(1).
Maryannakis, Artemios. (2009). Effectiveness of objectivist online instructional graduate learners knowledge and competence. Doctoral Dissertation, Capella University.
Melton, B.; Zience, A.; Leonard, S.; Pick, E. & Thomasson, L. (2003). A Comparison of Behaviorist and Constructivist-Based Teaching Methods in Psychomotor instruction. Journal of Southern Agricultural Education Research, 53 (1).
Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning, 6(1).
Spence, L. (2004); The 5 E,s instructional Model for constructivism. Available At: http://www.scseagrant.org/ sec see/document/legacy04-%20template.doc.
Suciati, A. Vincentrisia, Ismiyatin. (2015). Application of learning cycle model (5E) learning with chart variation toward students creativity. Journal pendidikan IPA Indonesia. 4 (1). P 56-66.
Tuna, A.; Kacar, A. (2013). The effect of 5E learning cycle model in teaching trigonometry on students’ academic achievement and the permanent of their knowledge. International Journal on New Trends in Education and Their Implications, 4 (1), Article: 07.
Tyagi, K. & Verma, I. (2013). Influence of Constructivism in Teaching on Academic Achievement of Primary Students. Journal of Education & Research for Sustainable Development (JERSD). 1 (1).
Yadigaroglu & Demircioglu, (2012). The effect of activities based on 5e model on grade 10 students understanding of gas concept. Proceeded - Social and Behavioral Sciences, 47: 634 – 637.
Zekri, Y. (2002). The relationship between achievement motivation and personality type high school students in first and second and third Mar and. (Master dissertation). Open University (in Persian).
_||_