طراحی و اعتباریابی الگوی یادگیری‌معکوس برای دانشآموزان مقطع ابتدایی
محورهای موضوعی : یادگیری
آذر خزائی
1
(دانشجوی دکتری تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران)
محمدرضا نیلی
2
(دانشیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران)
اسمعیل زارعی زوارکی
3
(دانشیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران)
علی دلاور
4
(استاد ممتاز گروه سنجش و اندازه گیری، دانشگاه علامه طباطبائی، تهران، ایران)
کلید واژه: دانشآموزان, حل مسئله, فراشناخت, یادگیری معکوس, الگوی آموزشی,
چکیده مقاله :
هدف پژوهش طراحی و اعتباریابی الگوی یادگیری معکوس جهت افزایش فراشناخت و حل مسئله دانشآموزان مقطع ابتدایی و اعتباریابی درونی آن بود. روش پژوهش آمیخته، از نوع طرح اکتشافی متوالی بود. در بخش کیفی برای به دست آوردن الگوی آموزشی، از تحلیل محتوای استقرایی و در بخش کمی برای اعتباریابی درونی ازنظر متخصصان به روش پیمایشی پرسشنامه‌ای استفاده شد. جمع‌آوری داده‌ها در بخش کیفی با تحلیل محتوا از اسناد و در بخش کمی با استفاده از پرسشنامه محقق ساخته 9 سؤالی لیکرتی انجام گرفت. پایایی پرسشنامه با استفاده از روش آلفای کرونباخ 91/. محاسبه شد و روایی محتوایی پرسشنامه با محاسبه دو شاخص نسبت روایی محتوا (CVR) و شاخص روایی محتوا (CVI) مورد تأیید قرار گرفت. جامعه آماری در بخش کیفی اسناد و منابع مکتوب و الکترونیکی از سال 2000 تا 2020 و در بخش کمی متخصصین در حوزه تکنولوژی آموزشی، روانشناسی تربیتی و مدیریت آموزشی بودند. نمونه آماری جهت تعیین مؤلفه‌های الگو تعداد 13 کتاب و 88 مقاله و 4 پایان‌نامه بودند که به‌صورت هدفمند انتخاب و مورد تحلیل قرار گرفتند. جهت اعتباریابی الگو، تعداد 20 نفر از متخصصان انتخاب شدند. طبق تحلیل محتوای چهار مؤلفه اصلی و بیست‌ویک زیر‌مؤلفه و هفتاد کد به دست آمد پس از تحلیل محتوا و استخراج کدها، مؤلفه‌ها و زیر‌مؤلفه‌ها در قالب الگو مفهومی و روندی ارائه شدند. نتایج حاصله از اعتباریابی درونی الگو بر اساس نظر متخصصان نشان داده است که الگوی آموزشی ارائه‌شده از اعتبار درونی برخوردار است و اثربخشی لازم را جهت آموزش به دانشآموزان مقطع ابتدایی را دارد.
The study is aimed to designing and validating the flipped learning model to in order to improving the metacognition and problem solving on elementary school students. It is used exploratory mixed method, so in qualitative part. It is used inductive content analysis to developing the instructional model and in quantitative part used professional’s survey to internal validating. It is used content analysis and researcher-made questionnaire to collecting the data in qualitative and quantitative method respectively. The questionnaire’s reliability was 0.91 by alpha Cronbach and its content validity was confirmed by content validity ratio (CVR) and content validity index (CVI). The statistical populations were written and electronic resources and documents from 2000 to 2020 and professionals in educational technology and psychology and educational management in qualitative and quantitative part respectively. The samples were 13 books, 88 articles and 4 theses that chosen and analyzed purposively to determining the components of model. It is chosen 20 professionals in order to validating the model. Based on content analysis, it is collected 4 main components. Also, there were 21 sub-components and70code. After content analysis and coding, the components and sub-components is developed as conceptual and procedural model. The result based on professional’s opinion in internal validating showed that the presented instructional model has internal validity and be effective on teaching to students.
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فلاح، علی نصرت. (1397). ارزشیابی کیفی (توصیفی). انتشارات شاپور خواست.
کدیور، پروین.(1396) روانشناسی تربیتی. انتشارات: سمت
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اله کرمی، آزاد، علی آبادی، خدیجه، صحرایی، رضامراد و دلاور، علی. (1397). آموزش به زبان مادری در نظام آموزش رسمی کشور: فرصت یا تهدید؟ مجله نوآوری‌های آموزشی. 17(65)، 43-74.
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Ahmad, S. Z. (2016). The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. English Language Teaching, 9(9): 166-178.
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Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9): 108-121.
Ankeny, C. J., & Krause, S. J. (2014). Flipped biomedical engineering classroom using pencasts and muddiest point web-enabled tools. Proceedings of 121st ASEE Annual Conference & Exposition. Indianapolis, IN.
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_||_برگمن، جاناتان، سمز، ارون. (1396). یادگیری معکوس در دوره ابتدایی. ترجمه رضوی خوسفی، حسین. انتشارات: تیک
چاجی، شیرین، ابراهیم پور، مجید، پاکدامن، مجید و طاهری، حمید. (1401). بررسی ویژگی‌های روان سنجی پرسشنامه مهارت های حل مسئله هپنر و پترسن در دانشآموزان دوره ابتدایی بیرجند. مجله علوم روانشناختی. 21( 117)، 1851-1866.
رزی، جمال، امام جمعه، محمدرضا، احمدی، غلامعلی، صدقپور و بهرام صالح. (1397). شناسایی و اعتبار سنجی ویژگی‌های معلم اثربخش دورۀ ابتدایی. دو فصلنامه نظریه و عمل در برنامه درسی. 6(12)، 126-93.
فلاح، علی نصرت. (1397). ارزشیابی کیفی (توصیفی). انتشارات شاپور خواست.
کدیور، پروین.(1396) روانشناسی تربیتی. انتشارات: سمت
نوروزی، داریوش، رضوی، عباس. (1390). مبانی طراحی آموزشی. انتشارات: سمت.
وحیدی، زهرا، پوشنه، کامبیز. (1397). تاثیر کلاس معکوس بر مهارت های فراشناختی و انگیزش تحصیلی دانشآموزان هنرستان. فن آوری اطلاعات و ارتباطات در علوم تربیتی. 8(3)، 168- 141.
اله کرمی، آزاد، علی آبادی، خدیجه، صحرایی، رضامراد و دلاور، علی. (1397). آموزش به زبان مادری در نظام آموزش رسمی کشور: فرصت یا تهدید؟ مجله نوآوری‌های آموزشی. 17(65)، 43-74.
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research and Development, 34(1): 1–14.
Ahmad, S. Z. (2016). The Flipped Classroom Model to Develop Egyptian EFL Students' Listening Comprehension. English Language Teaching, 9(9): 166-178.
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.
Allah Karami, A., Aliabadi, K., Sahrayi, R., & delavar, A. (2018). Education in mother tongue in the formal education of Iran: Opportunity or threat? Educational Innovations, 17(1): 43-74 [In Persian].
Alsowat, H. (2016). An EFL flipped classroom teaching model: Effects on English language higher-order thinking skills, student engagement and satisfaction. Journal of Education and Practice, 7(9): 108-121.
Ankeny, C. J., & Krause, S. J. (2014). Flipped biomedical engineering classroom using pencasts and muddiest point web-enabled tools. Proceedings of 121st ASEE Annual Conference & Exposition. Indianapolis, IN.
Bachnak, R., & Maldonado, S. C. (2014). A flipped classroom experience: Approach and lessons learned. Proceedings of 121st ASEE Annual Conference & Exposition. Indianapolis, IN.
Bailey, R., & Smith, M. C. (2013). Implementation and assessment of a blended learning environment as an approach to better engage students in a large systems design class. Proceedings of 120th ASEE Annual Conference & Exposition. Atlanta, GA.
Bergmann, J., & Sams, A. (2014). Flip your classroom: Reach every student in every class every day. International society for technology in education.
Bergmann, J., & Sams, A. (2016). Flipped learning in the elementary school. translate by Razavi, khosfi, H. Publications [In Persian].
Brame, C. (2013). Flipping the classroom. USA: Vanderbilt University Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
Brown, M. E., Treviño, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organizational behavior and human decision processes, 97(2): 117-134.
Chaji, S., ebrahimpour, M., pakdaman, M., & taheri, H. (2022). Study of psychometric properties of problem-solving skills questionnaire heppner and petersen in primary school students of birjand. journal of psychologicalscience. 21(117): 1851-1866 [In Persian].
Chou, C. L., Hung, M. L., Tsai, C. W., & Chang, Y. C. (2020). Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools. British Journal of Educational Technology, 51(4): 1420-1435.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4): 563-580.
Estes, M. D., Ingram, R., & Liu, J. C. (2014). A review of flipped classroom research, practice, and technologies. International HETL Review, 4(7): 1-8.
Fallah, A. N. (2019). Evaluation qualative. Publications: Shapour Khast [In Persian].
Fauzi, S. S. M., & Hussain, R. M. R. (2016). Designing instruction for active and reflective learners in the flipped classroom. Malaysian Journal of Learning and Instruction, 13(2): 147-173.
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