تأثیر تدریس علوم تجربی با الگوی مدیریت آموزش، بر یادگیری خودراهبر دانشآموزان سال سوم راهنمایی
محورهای موضوعی : آموزش و پرورش
محمدرضا بهرنگی
1
(استاد تمام دانشگاه خوارزمی تهران)
رحیمعلی نصیری
2
(کارشناس ارشد مدیریت آموزشی، دانشگاه خوارزمی تهران)
کلید واژه: الگوی مدیریت آموزش, یادگیری خودراهبر, الگوهای تدریس, تدریس علوم تجربی,
چکیده مقاله :
هدف این پژوهش بررسی تأثیر تدریس علوم تجربی با استفاده از الگوی مدیریت آموزش، بر یادگیری خودراهبر دانشآموزان سال سوم راهنمایی است. روش پژوهش از نوع شبه آزمایشی بوده و با استفاده از طرح دو گروهی با پیش آزمون و پس آزمون با گروه گواه انجام شد. در این پژوهش دو کلاس شامل 68 دانشآموز از مدرسه راهنمایی پسرانه فردوسی نسیم شهر (واقع در شهرستان بهارستان از توابع استان تهران) به عنوان نمونه در دسترس مشارکت داشتند. از این دو کلاس، یک کلاس 34 نفری به عنوان گروه آزمایش و یک کلاس 34 نفری به عنوان گروه گواه انتخاب شدند. گروه آزمایش با استفاده از الگوی مدیریت آموزش و گروه گواه از روش سنتی در 12 جلسهی 75 دقیقهای آموزش دیدند. مدت این دوره شش هفته و محتوای آن فصل 6 کتاب علوم تجربی بود. ابزار گردآوری اطلاعات، پرسشنامهی سنجش خودراهبری فیشر و همکاران (2001) شامل 41 گویه بود که روایی آن با استفاده از نظر متخصصان و پایایی آن با استفاده از ضریب آلفای کرونباخ (82/0) مورد تأیید قرار گرفت. جهت تحلیل دادههای آماری از شاخص های آمار توصیفی (میانگین و انحراف معیار) و آمار استنباطی (تی مستقل و تحلیل کواریانس) استفاده شد و نتایج پژوهش نشان دادند که بین مقدار خودراهبری دانشآموزان دو گروه آزمایش و گواه در یادگیری علوم تجربی تفاوتی معنادار وجود دارد. بنابراین، استفاده از الگوی مدیریت آموزش به دلیل ایجاد محیط یادگیری جذاب، تعاملی و مشارکتی میتواند نتایجی بهتر را نسبت به الگوهای متداول در رسیدن به هدف مهم خودراهبری دانشآموزان در یادگیری داشته باشد.
The purpose of this study was to survey the effect of teaching science using Education Management Model on students' self-directed learning in 3th grade secondary schools. The research method is Quasi-experimental by using a two-group design with pre-test and post-test. In this study, two classes from Ferdosi male Secondary school which located in Baharestan city participated as an available sample. Of these two classes were assigned, one with 34 students was selected as an experimental group and the other class with 34 students was selected as a control group. Education Management Model was used in the experimental group and the control group was taught through the traditional method during a six weeks period. Data collection was done with Fisher et al. (2001) self-directed questionnaire consisting of 41 questions in which validity was confirmed by educational experts' views and it was confirmed by α-Cronbach's coefficient. Independent T-test and Analysis of covariance was used to analyze statistical data. The results of experiment showed that the Education Management Model has a positive effect on students' self-directed learning
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