تعیین و تبیین اصول یادگیری مبتنی بر فرآیندهای شناختی مغز

محورهای موضوعی : روانشناسی تربیتی

سعید داداش‌زاده ¹ (دانشجوی دوره دکتری برنامه‌ریزی درسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
اسکندر فتحی‌آذر ² (استاد گروه علوم تربیتی دانشگاه تبریز. تبریز، ایران)
صادق ملکی‌آوارسین ³ (دانشیارگروه علوم تربیتی، واحد تبریز. دانشگاه آزاد اسلامی، تبریز، ایران)
اسداله خدیوی ⁴ (دانشیارگروه علوم تربیتی، واحد تبریز. دانشگاه آزاد اسلامی، تبریز، ایران.)

تاریخ دریافت : 1398/12/11 تاریخ پذیرش : 1399/10/22 تاریخ انتشار : 1399/12/01

کلید واژه: آموزش, مغز, اصول یادگیری, فرآیندهای شناختی,

چکیده مقاله :

این پژوهش با هدف تعیین و تبیین نظام‌مند اصول یادگیری مبتنی بر فرایندهای شناختی مغز انجام گرفته و تلاش شده است علاوه بر پالایش اصول قبلی، اصول جدیدی نیز استنباط و استنتاج شود. هم‌چنین با توجه به سه راهبرد آموزش غوطه‌ورسازی هماهنگ، پردازش فعال و هشیاری آرمیده، انطباق اصول تعیین شده با این راهبردها مشخص شود. پژوهش حاضر از نوع ترکیبی (کیفی – کمی) می‌باشد. ابتدا با بررسی محتوای متون علمی مرتبط و معتبر و نیز مصاحبه نیمه ساختار یافته با روش تحلیل محتوای مضمونی، چارچوب اولیه طرح شامل17 اصل یادگیری تهیه شد. برای تعیین نسبت روایی محتوایی (CVR) از روش لاوشه و برای انطباق اصول با راهبردها و تعیین شاخص روایی محتوایی (CVI)، از روش والتز و باسل استفاده شده است. جامعه تحقیق در این بخش 13 نفر از اساتید و صاحب نظران می‌باشند. بر اساس CVR، 15 اصل مورد تأیید قرار گرفت. با بررسی CVI، 9 اصل در رابطه با غوطه‌ورسازی هماهنگ، 4 اصل مرتبط با پردازش فعال و 2 اصل در هماهنگی با راهبرد هشیاری آرمیده طبقه‌بندی شد. پیشرفت در یافته‌های علوم اعصاب و اهمیت استفاده از این یافته‌ها در تربیت، مستلزم بازبینی و بررسی بیشتر این یافته‌ها در استنباط و استنتاج اصول یادگیری مبتنی بر فرآیندهای شناختی مغز می‌باشد. از سویی دیگر، پیشنهاد می‌شود در تدوین برنامه درسی و اجرای آن به اصول یادگیری مبتنی بر فرآیندهای شناختی مغز توجه شود.

چکیده انگلیسی:

The purpose of this study is to systematically determine and explain the principles of learning based on cognitive processes in the brain. It was also attempted to infer new principles in addition to refining the pervious principles. Also, by focusing on three educational strategies of coordinated immersion, active processing, relaxed consciousness, it was tried to find adaptation of determined principles with these strategies. The present study is a combination method (qualitative-quantitative). The present study is a combination method (qualitative-quantitative). First, by examining the content of relevant and valid scientific texts as well as semi-structured interviews by thematic content analysis method, the initial framework of the project including 17 learning principles was prepared. Lawshes method was used to determine the content validity ratio (CVR) and the Waltz and Basel methods were used to adapt the principles to the strategies and to determine the content validity index (CVI). The research community in this section is 13 professors and experts. Based on CVR, 15 principles were approved. According to CVI, 9 principles related to coordinated immersion, 4 principles related to active processing and 2 principles in coordination with relaxed awareness strategy were classified. Progress in Neuroscience findings and the importance of using this finding in education requires further review and study of these findings in inferring the principles of learning based on cognitive processes in the brain. On the other hand, it is suggested to consider learning principles based on brain cognitive processes in curriculum planning and its application.

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Van Niekerk, J., & Webb, P. (2016). The effectiveness of brain-compatible blended learning material in the teaching of programming logic. Computers & Education, 103: 16-27.

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Aparna, M., & Smita, P. (2014). Fostering student creativity using brain based learning. Scholarly research journal for humanity science & English language, 1(4): 549- 560.

Babaei, B., Shabani Varaki, B., Javidi, Kalateh Jafar Abadi T., & Moghimi A. (2018). embodiment Learning: A Critique of the Philosophical Neurobiology Approach to Recognition and Learning. Journal of Education, 2(2): 73-90 [In Persian].

Bada., & Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education. 5(6): 66-70.

Baratali, M., Yousefy, A., Keshtiaray, Narges., & Saboori, M. (2016). The fundamental insights derived from the findings of Neurological sciences for education: a systematic review of international documents. Research in Curriculum Planning, 13(2): 1-13 [in Persian].

Blakemore, S-J., & Frith U. (2009). The Learning Brain: Lessns for Education, Translation by Seyyed Kamal Kharrazi. Tehran: The Organization for Education Research and Composing University Textbook(SAMT). [In Persian].

Bree, K., & Arzy, M. (2013). Brain-Based Learning for Adolescent Science Students a Review of the Literature. Submitted in partial fulfillment of the requirements for the degree of Master of Science in Natural Science Science and Mathematics Teaching Center University of Wyoming, B. A., University of Wyoming.

Caine, R., & Caine, G. (1991).Making connection: Teaching and the Human Brain. ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT ALexandria, Virginia.

Debbie, I. C. (2003). Brain-Compatible Learning: Principles and Applications. Journal of Athletic Training, 38(4):342-349.

Degan, R J. (2011). Review of the current knowledge of brain-/mind-based learning to present the optimum climate for, and the guided experience approach to teaching. globadvantage Center of Research in International Business & Strategy. Webpage: www.globadvantage.ipleiria.pt

Demir, R. (2017). The effects of religious culture and moral knowledge courses based on brain based learning approach on academic success and permanence. International Journal of Education and Research, 5(3): 65-82.

Duman, B. (2006). The effect of brain-based instruction to improve on students’ academic achievement in social studies instruction. 9th International Conference on Engineering Education. Mugla Univeristy aculty of Education Department of Educational Science.

Craig D I. (2003). Brain-Compatible Learning: Principles and Applications. Journal of Athletic Training, 38(4): 342-350.

Goswami، U. (2008). Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective. Journal of Philosophy of Education, 42(3-4): 381-391.

Esternberg, R. (2013). Cognitive Psychology, Translation by Seyyed Kamal Kharrazi and Elahe Hejazi. Tehran: The Organization for Education Research and Composing Univercity Textbook(SAMT) [In Persian].

Hill, JB., & Fiorello, A.C. (2014). Psychology Neuroscience at School (Applied Guide). Translation by Janet Hashemi Azar. Tehran: Arjmand Book Publishin [In Persian].

Hosseini, Z., Ghorbani, Z., & Ebn Ahmadi, A. (2015). Face and content validity and reliability Assessment of Change Cycle Questionnaire in Smokers. Journal of Mashhad Dental School, 39(2): 147-154. [In Persian]

Inocian, R. B. (2015). Integrated Arts-based Teaching (IAT) Model for Brain-based Learning. Journal of Curriculum and Teaching, 4(2): 130-145.

Jacob Kola, A., & MichaelOlu, A. (2018). The Application of Brain-Based Learning Paradigm in Science Education, Nigeria: A Review. Journal of Scientific and Engineering Research, 5(7):325-331

Khalili Sadr Abad, A., Ebrahimi Ghavam, S., & Radmanesh, H. (2017). The Effectiveness of Brain Learning Based Learning on Self- regulation learning in girls Students in Yazd. Journal of Educational Studies and scholastic, 3(9): 77-94. [In Persian].

Kang, L., Mikiko, K., Makoto, K.., Duncan, J., Bundesen, C., & Ditlevsen, S. (2020). Distinguishing between parallel and serial processing in visual attention from neurobiological data. The Royal Society Publishing. 7191553, http://doi.org/10.1098/rsos.191553.

Kardan Halvaeei, Z., Fathi Azar, E., Adib, Y., & Mehdizadeh Fanid, L. (2018). Determining the Learning Principles of Neuro-education Using Exploratory Study and Explaining its Educational Implication. Journal of Education Strategies in Medical Sciences. 51(11): 47-57. [In Persian].

Kumar Grover, V. (2015). Brain Based Teaching: Rethinking On Teaching Strategies. Indian Streams Research Journal. 5(1): 1-7. Available online at www.isrj.org

Lawshe, CH. (1975). A quantitative approach to content validity. Personnel Psych. 28(4): 563-575.

Mousavi, A., Rasulifard, P., & Faraji, L. (2016). The role of event-dependent potentials in the selection of auditory attention. Journal of Rehabilitation Medicine. 6(1): 264-278. [In Persian].

Movahedi, Y., Bayrami, M., Azizi, A., & Movahedi, M. (2015). The Comparison of Brain Cognitive Functions of Medical Students with High and Low Academic Performances. Medical Education Development Magazine. 8(19): 5-15. [In Persian]

Nouri, A. (2011). Developing a Conceptual Framework for a Brain-compatible Curriculum. [PhD Dissertation]. Tehran: Tarbiat Modares University.[In Persian].

Noushad, H. (2011). Brain Based Learning: Pedagogical Implications. Innovations in Indian Education System, Edition: 1, Chapter: Brain Based Learning: Pedagogical Implications, Publisher: Shipra Publications, Delhi, Editors: Kalika Yadav.O

Preslee, D., & Kharsati, G.S. (2017). Whole Brain Teaching. IOSR Journal of Humanities and Social Science (IOSR-JHSS). 22(6):76-83.

Roger, O. A. (1992). Some interrelationships between constructist models of learning and current neurobiological theory, with implications for science education. National Association for Research in Science Teaching. Published by John Wiley. Inc.

Rushton, S. (2011). Neuroscience, Early Childhood Education and Play: We are Doing It Right! Early Childhood Education Journal. 39:89–94.

Sadeghi, Z., Behrangi, M., Abdollahi, B., & Zeinabadi, H.R. (2016). The effect of education management based on strategies of educational neuroscience on student’ learning improvement. Education Strategies in Medical. 9(2): 97-105. [In Persian].

Schachl, H. (2013). Neuroscience and Didactic Principles and Implications of Brain-Based Teaching and Learning. Acta Technologica Dubnicae. 3(2): 55-65.

Schunk, D. H. (2014). Learning Theories: An Educational Perspective, translation by Akbar Rezaei. Tabriz: Idin Publication. [In Persian].

Saifi, S., Ebrahimi gavam S., Ashayeri, H., Farrokhi, N., & Dortaj F. (2017). The effect of brain-compatible learning on cognitive flexibility and students' selective attention. Journal of Advanced in Cognitive Sciences. 19(3): 52-63. [In Persian].

Talkhabi, M., Bagheri Parsian, K., Bozorgi, A., Sahafi, A., & Mohammadi, A. (2016). Coherence between cognition and excitement in education. Journal of Advanced in Cognitive Sciences. 18(3): 81-68 [In Persian].

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Volfe, P. (2013). The brain and learnin process: Adaptation of teaching methods-learning and human brain function, Translation by Davood, Abolgasemi. Tehran: Madraseh Publication [In Persian]

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