بررسی اثربخشی الگوی توسعۀ حرفه‌ای مداوم معلمان ریاضی مبتنی بر رویکرد تربیت مغز بر یادگیری و خودپندارۀ ریاضی دانش‌آموزان دختر دورۀ متوسطۀ دوم شهر اصفهان

محورهای موضوعی : پژوهش در برنامه ریزی درسی

سعیده شاهسونی ¹ (دانشجوی دکتری برنامه ریزی درسی دانشگاه آزاد واحد اصفهان (خوراسگان)، اصفهان، ایران.)
مریم براتعلی ² (استادیار برنامه ریزی درسی دانشگاه آزاد واحد اصفهان (خوراسگان) ، اصفهان، ایران.)
نرگس کشتی آرای ³ (دانشیار برنامه ریزی درسی دانشگاه آزاد واحد اصفهان (خوراسگان) ، اصفهان، ایران.)

تاریخ دریافت : 1399/03/25 تاریخ پذیرش : 1400/03/11 تاریخ انتشار : 1400/06/01

کلید واژه: یادگیری ریاضی, رویکرد مبتنی بر تربیت مغز, توسعۀ حرفه‌ای مداوم معلمان, خودپندارۀ ریاضی,

چکیده مقاله :

این پژوهش به منظور بررسی اثربخشی الگوی توسعۀ حرفه‌ای مداوم معلمان ریاضی مبتنی بر رویکرد تربیت مغز، بر یادگیری و خودپندارۀ ریاضی دانش‌آموزان دختر دورۀ متوسطۀ دوم (سال تحصیلی 99-98) در شهر اصفهان انجام شد. نمونۀ مورد مطالعه شامل 44 دانش‌آموز (دختر) بود که به صورت غیر تصادفی و نمونۀ در دسترس، از دو مدرسۀ دولتی ناحیۀ 3 که مدیر، معاون و معلم ریاضی آن‌ها حاضر به همکاری با پژوهشگران بودند، انتخاب شدند. ابزارهای مورد استفاده در پژوهش عبارتند از: بستۀ آموزشی توسعۀ حرفه‌ای مداوم معلمان ریاضی مبتنی بر رویکرد تربیت مغز، تهیه شده توسط شاهسونی و همکاران (2019) برای آموزش معلم گروه آزمایش، چک لیست محقق‌ساخته در درس ریاضی و پرسشنامۀ خودپندارۀ ریاضی 7 گویه‌ای پهلوان صادق که پایایی چک لیست و پرسشنامۀ مذکور، با محاسبۀ ضریب آلفای کرونباخ تعیین شد؛ این ضریب برای پرسشنامۀ خودپندارۀ ریاضی87/0 و برای چک لیست ریاضی 71/0 به دست آمد. در این پژوهش از طرح پیش‌آزمون – پس‌آزمون با گروه گواه استفاده شد؛ ابتدا پیش‌آزمون بر روی آزمودنی‌ها اجرا شد و پس از آن در24 جلسۀ 90 دقیقه‌ای (یک ترم)گروه آزمایشی تحت آموزش معلمی قرار گرفتند که دورۀ توسعۀ حرفه‌ای مداوم معلمان مبتنی بر رویکرد تربیت مغز را گذرانده بود، درحالی که گروه گواه، تحت آموزش معلمی بود که دورۀ توسعۀ حرفه‌ای مداوم معلمان مبتنی بر رویکرد تربیت مغز را نگذرانده بود. پس از اتمام دوره، پس‌آزمون یادگیری ریاضی و خودپندارۀ ریاضی از کلیۀ دانش‌آموزان گرفته شد. برای تحلیل داده‌های آماری، از روش تحلیل کواریانس تک‌متغیره استفاده شد. نتایج نشان داد که این الگو باعث افزایش یادگیری وخودپندارۀ ریاضی دانش‌آموزان نسبت به پیش‌آزمون شده و این تغییر از لحاظ آماری معنادار است.

چکیده انگلیسی:

The purpose of current study was to investigate the effectiveness of the continuous professional development model of mathematics teachers based on the Brain Education Approach on the mathematical learning and mathematical self-concept of second grade female student (academic year2019-2020)in Isfahan.The sample consisted of 44 female students and they were selected via non-probability and convenience sampling from Isfahan Public School District 3 whose principal,deputy principal and math teacher were willing to coopetate with the researchers.The instruments used in the research are:Continuous professional development educational package for math teachers based on brain education approach, prepared by Shahsavani et al.(2019)for teacher education in the experimental group, Researcher-made checklist in math lesson and 7-item mathematical self-concept questionnaire of Pahlavan.The reliability of the tools was determined by calculating the Cronbach's alpha coefficient.This coefficient was obtained 0.87 for the mathematics self-concept questionnaire and 0.71 for the mathematics checklist.In this study a pretest-posttest design with a control group was used.First,the pre-test was performed on the subjects and then in 24 sessions of 90 minutes,the experimental group was trained by a teacher who had undergone a continuous professional development course for teachers based on the brain education approach,while the control group was trained by a teacher who had not undergone this course.At the end of the course,the post-test was taken from all students for learning and math self-concept.To analyze the data,the univariate analysis of covariance was used.The results showed that this pattern increased students'learning and math self-concept relative to the pre-test and this change was statistically significant.

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