اثربخشی آموزش‌های شناختی فعال، غیرفعال و چندحسی بر یادآوری و نگهداری راهبردها درکودکان با نیازهای ویژه ذهنی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
علیرضا بلوطی
1
(مربی گروه روان شناسی، واحد اندیمشک، دانشگاه آزاد اسلامی، اندیمشک، ایران)
کلید واژه: یادآوری, روش چندحسی فرنالد, راهبردهای شناختی,
چکیده مقاله :
پژوهش حاضر با هدف اثربخشی آموزش‌های شناختی (فعال وغیر فعال) و چندحسی بر یادآوری و نگهداری راهبردها درکودکان با نیازهای ویژه ذهنی انجام گرفت. پژوهش از نوع نیمه آزمایشی بوده و جامعه آماری شامل 200 دانش‌آموز پسر پایه چهارم مدارس استثنایی شهر اهواز در سال بود که 60 نفر به روش نمونه‌گیری تصادفی خوشه‌ای و تصادفی ساده انتخاب و در سه گروه آزمایش و یک گروه کنترل قرارگرفتند. ابزار پژوهش، آزمون کارت‌های تصویری با الگوی پژوهشی بورکوسکی و همکاران (Borkowski,1983) و (Yousefi Loya,1999) بود. مداخله آموزشی در گروه‌های آزمایش طی دوازده جلسه صورت گرفت. با استفاده از آمار توصیفی و تحلیل واریانس یک راهه وآزمون پیگیری توکی، همین طور آزمون میانگین هارمونیک داده‌ها تحلیل شد. یافته‌ها نشان داد راهبردهای شناختی فعال، غیرفعال و شناختی فعال ـ روش چند حسی درمقایسه با گروه کنترل باعث بهبود یادآوری در کودکان با نیازهای ویژه ذهنی شد و این اثر بعد از یک هفته پایدار مانده است. اما در مقایسه گروه‌ها باهم در آزمون یادآوری، گروه‌های آزمایش فعال با فعال ـ چندحسی تفاوتی نداشتند در حالی که تفاوت معناداری بین گروه‌های فعال ـ چندحسی با غیر فعال وجود داشت، در آزمون نگهداری نیز تفاوتی بین سه گروه مشاهده نشد.
The recent study was done with the purpose of the effect of (active, inactive) training and multi-sensory method on reminding and maintaining the strategies in the children with mental special needs. The population of this Quasi-experimental study is included 200 fourth-grade male students in Ahvaz special schools which 60 students were selected in three experimental groups and a control group by using the cluster random sampling and simple random sampling. The research instruments were picture cards test with Yousefi Loya (1999) and Borkowski’s (1983) research pattern. The educational intervention was done in the experimental groups during twelve sessions. The data analyzing was done by using descriptive statistics, one-way analysis of variance (one-way ANOVA), and Tukey's HSD Test, and also harmonic mean test. The findings showed that active, inactive cognitive strategies and the active- multi sensory method improved reminding in children with mental special needs and was stable after a week in three experimental groups to compare with control group. But in comparing experimental groups, there was no difference between active and active- multi sensory method in remaining test, however there was a meaningful difference between active- multi sensory and inactive groups. Also no differences were observed between three groups in maintaining test.
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