مقایسۀ اثرات بازی هدایت‌شده، بازی آزاد و آموزش مستقیم بر یادگیری کودکان در درس علوم تجربی پایۀ اول ابتدایی

محورهای موضوعی : پژوهش در برنامه ریزی درسی

صابر عبدالملکی ¹ (دانشجوی دکتری برنامه‌ریزی درسی دانشگاه علامه طباطبائی، تهران، ایران.)
محبوبه خسروی ² (عضو هیئت‌علمی گروه برنامه‌ریزی درسی دانشگاه علامه طباطبائی، تهران، ایران.)
مصطفی قادری ³ (عضو هیئت‌علمی گروه برنامه‌ریزی درسی دانشگاه علامه طباطبائی، تهران، ایران.)
حسن ملکی ⁴ (عضو هیئت‌علمی گروه برنامه‌ریزی درسی دانشگاه علامه طباطبائی، تهران، ایران.)

تاریخ دریافت : 1399/02/03 تاریخ پذیرش : 1399/11/01 تاریخ انتشار : 1399/12/01

کلید واژه: یادگیری, آموزش مستقیم, بازی هدایت‌شده, بازی آزاد,

چکیده مقاله :

هدف پژوهش، بررسی مقایسۀ اثرات بازی هدایت‌شده، بازی آزاد و آموزش مستقیم بر یادگیری کودکان در درس علوم تجربی پایۀ اول ابتدایی بود. روش پژوهش حاضر، کمی و از نوع مطالعات آزمایشی با طرح بین گروهی با اندازه‌گیری مکرر بود. جامعۀ پژوهش، همۀ دانش‌آموزان پسر پایۀ اول مدارس ابتدایی منطقه یازده شهر تهران در سال 1398 بود. از جامعۀ آماری، یک مدرسه به روش نمونه‌گیری در دسترس انتخاب شد و از میان دانش‌آموزان کلاس اول آن مدرسه 24 آزمودنی به‌صورت تصادفی انتخاب و در سه گروه به‌صورت (هر گروه 8 آزمودنی) قرار گرفتند. ابزار پژوهش، آزمون محقق ساخته مبحث آهن‌ربا کتاب علوم تجربی پایۀ اول ابتدایی بود. پایایی ابزار با روش کودر ریچاردسون بررسی شد و مقدار آن برابر با 86/0، روایی ابزار به‌وسیلۀ روایی محتوا توسط معلمان بررسی و روایی آن تائید شد. به‌منظور تحلیل داده‌ها از تحلیل واریانس ترکیبی (یک بین و یک درون) با نرم‌افزار Spss20 استفاده شد. نتایج پژوهش نشان داد که بین سه روش آموزشی در باب یادگیری در سطح 05/0 تفاوت معناداری وجود دارد. همچنین مقایسۀ گروه‌ها در یادگیری با توجه به اثر تعاملی زمان، حاکی از آن بود که روش بازی هدایت‌شده در افزایش یادگیری مبحث آهن‌ربا نسبت به سه روش دیگر مؤثرتر بوده است (05/0>P) و میزان کاهش یادگیری در گروه بازی هدایت‌شده نسبت به دو روش دیگر دارای وضعیت بهتری بود. بر اساس نتایج به‌دست‌آمده روش بازی هدایت‌شده می‌تواند باعث افزایش یادگیری مبحث آهن‌ربا در دانش‌آموزان شود.

چکیده انگلیسی:

The goal of the research is the The comparison of guided Play, free play, and direct instruction effects in children's learning of first grade science. The current research methodology is quantitative experimental study with an inter group plan and frequent measurement. The research society is the all of the boy students of first grade in Tehran primary schools located in 11 district, and in the year 2019. A school was chosen through available sampling method from the research society and 24 students were chosen randomly as subjects, amuong the students of first grade in that school, through sortition and divided into 3 groups, with contain 8 students. The research tool is a researcher made test about topic of Magnet in the first grade science book.The tool stability was investigated by “Kuder-Richardson” method and the amount was 0.86. The tool salability was examined by teachers through context stability and confirmed. Data analyzing was done by Analysis of variance (one in between) used spss software version 20. The result refer there is a meaningful variance in 0.05 level amoung the three types of learning ways:guided Play, free play and direct instructions.Also the groups comparison in learning, with considering the interactive effect express that the guided play method is more effective than the other three methods in the magnet topic learning (p<05/0). The reduce of learning in the guided play group is less than the other two methods. Up the gained results guided play method helps to learn The magnet topic for students.

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