اثر بخشی آموزش مبتنی بر الگوی مفهوم محور بر تفکر خلاق و یادگیری خود تنظیمی در درس علوم پایه ششم ابتدایی
محورهای موضوعی : روانشناسی تربیتی
باسط کمانگر
1
(دانشجوی دکتری برنامهریزی درسی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران)
جعفر قهرمانی
2
(استادیار مدیریت آموزشی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران)
محمد عظیمی
3
(استادیار گروه آموزش ابتدایی، دانشگاه فرهنگیان، تهران، ایران)
کلید واژه: دانش‌آموزان ابتدایی, تفکر خلاق, خود تنظیمی, الگوی مفهوم محور,
چکیده مقاله :
هدف پژوهش حاضر، بررسی اثربخشی آموزش مبتنی بر الگوی مفهوم محور بر تفکر خلاق و خود تنظیمی یادگیری بود. روش مطالعه شبه آزمایشی و با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری شامل تمامی دانش‌آموزان پایه ششم دوره ابتدایی در دبستان‌های شهر کامیاران در سال تحصیلی 98-1397 بودند که با روش نمونه‌گیری تصادفی، نمونه منتخب در دو گروه تقسیم شدند (24 نفر گروه آزمایش و 21 نفر گروه کنترل). آموزش الگوی تدریس مفهوم محور در قالب 8 جلسۀ نیم ساعته در 4 هفته (هر هفته 2 جلسه) به گروه آزمایش داده شد و گروه کنترل، تدریس سنتی و مرسوم را دریافت نمودند. ابزارهای گردآوری داده ها نیز شامل پرسشنامه تصویری سنجش خلاقیت تورنس(2002) فرم الف و پرسشنامه راهبردهای یادگیری خود تنظیمی سواری و عرب‌زاده(1392) بودند. نتایج تحقیق با تحلیل کوواریانس چند متغیره نشان داد، دانش‌آموزانی که از طریق الگوی مفهوم محور آموزش دیده بودند نمرات تفکر خلاق و یادگیری خود تنظیمی بالاتری در مقایسه با دانش‌آموزانی که این آموزش را دریافت نکرده بودند کسب کردند(001/0>p). با توجه به اثربخشی آموزش الگوی مفهوم محور، باید در دوره ابتدایی به خصوص در درس علوم تجربی بیش از پیش به این روش توجه نمود و به معلمان اینگونه روشها را توصیه کرد.
The present research aimed at studying the effectiveness of a concept-based model of education on creative thinking and self-regulated learning. The methodology was quasi-experimental with pre-test post-test control group design. The statistical population included all students of the sixth grade, educating at elementary schools of Kamyaran in 2018-2019. The selected sample was divided, through random sampling, into two groups: 24 persons for the experimental group and 21 for the control group. The experimental group received 8 thirty-minute sessions of the concept-based model of education for 4 weeks (2 sessions per week). The control group received the common traditional teaching approach. The data collection tools included the Torrance Tests of Creative Thinking (Figural Test, Form A) and Sevari and Arabzadeh’s Self-Regulated Learning Strategies Questionnaire (2013). The results of multivariate analysis of covariance showed that the students who received the concept-based model of education achieved higher scores than the control group in creative thinking and self-regulated learning tests (p<0.001). Given the effectiveness of the concept-based model of education, the teachers are recommended to use such methods in elementary grades, particularly in the Experimental Sciences course
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Bart, W. M., Hokanson, B., & Can, I. (2017). An Investigation of the Factor Structure of the Torrance Tests of Creative Thinking. Educational Sciences: Theory and Practice, 17(2), 515-528.
Cano, F. (2007). Approaches to learning and study orchestrations in high school students. European Journal of Psychology of Education, 22(2), 131-151.
Conțu, E. G. (2017). The role of classical and modern teaching methods in business education. In Proceedings of the International Conference on Business Excellence. 1(11), 276-283.
Dere, Z., & Ömeroglu, E. (2018). Development of Creative Behavior Observation Form: A Study on Validity and Reliability. Universal Journal of Educational Research, 6(3), 562-570.
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Dimitrios, B., Sdrolias, L., Kakkos, N., Koutiva, M., & Koustelios, A. (2013). "Traditional Teaching Methods vs. Teaching through the Application of Information and Communication Technologies in the Accounting Field: Quo Vadis European Scientific Journal, ESJ 9, no. 28.
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Fonteyne, L., Duyck, W. De. & Fruyt, F. (2017). Program-specific prediction of academic achievement based on cognitive and non-cognitive factors. Learning and Individual Differences, 56, 34-48.
Ferrándiz, C., Ferrando, M., Soto, G., Sáinz, M., & Prieto, M. D. (2017). Divergent thinking and its dimensions: what we talk about and what we evaluate? Anales de psicología, 33(1), 40-47.
Giddens, J. F., & Morton, N. (2010). Report card: An evaluation of a concept-based curriculum. Nurse Educator Perspectives 31(6), 372–377. http://dx.doi.org/10.1043/1536-5026-31.6.372
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Hillocks, G. (1987). Synthesis of research on teaching writing .Educational Leadership.44 (8), 71- 82.
Hasnor, H. N., Ahmad, Z., & Nordin, N. (2013). The relationship between learning approaches and academic achievement among Intec students, Uitm Shah Alam. Procedia-Social and Behavioral Sciences, 90, 178-186.
İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC medical education, 18(1), 291.
Karimiyan, H., Nateghi, F., & Seyfi, M. (2017). The place of critical thinking in Islamic education based on the national curriculum document. Res Islam Educ.; 25(34):115-133. [In Persian].
Lynn Erickson, H., (2012). Concept-based curriculum and instruction for the thinking classroom. Nouri A, Abdi A, translators. Tehran: Research Institute for Education [In Persian].
Lucas, B. (2019). The impact of Critical and Creative Thinking on achievement in Literacy and Numeracy.
Mirhosseini, F. S., Lavasani, M. G., & Hejazi, E. (2018). The effectiveness of self-regulation learning skills on motivational and academic variables among students. Middle East Journal of Family Medicine, 16(5), 68-75.
Neto, R. D. C. A., Rodrigues, V. P., & Melendez, A. (2018). Creative thinking and entrepreneurial behavior among k-12 teachers: a predictive study. Psico, 49(4), 395-401.
Oates, S. (2019). The importance of autonomous, self-regulated learning in Primary Initial Teacher Training. In Frontiers in Education (Vol. 4, p. 102). Frontiers.
Poursalim,A., Zamani, E., & Manafi Sharafabad, K. (2014). The effectiveness of collaborative learning on the creative thinking of fifth-grade students of Kouhdasht city in the course of science. Think Child. 5(9):1-19 [In Persian].
Rezaei, S., & Manouchehri, M. (2008). Comparison of mental disorders between homeowner residents and nurse home elders. J Salmand. 3(1):16-25 [In Persian].
Sevari, K., & Arabzade,SH. (2013). Construction and measurement of the psychometric properties of academic self-regulation questionnaire. J School Psychology. 2(2):75-92. [In Persian].
Safavi, A. (2015). General methods and techniques of teaching. Tehran: Maaser [In Persian].
Taba, H. (1966). Curriculum Development. New York: Harcourt, Brace and World, Inc.
Torrance, E. (1989). The Nature of Creativity as Manifest in, this Testing in, Stanberry, Robert J.; The Nature of Creativity Contemporary Psychological Perspectives, Cambridge university press.
Toharudin, U., Rahmat, A., & Kurniawan, I. S. (2019). The important of self-efficacy and self-regulation in learning: How should a student be? In Journal of Physics: Conference Series. 1157(2), 022-074. IOP Publishing.
Vermunt, J. D., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 29(2), 269-299.
Xiao, S., Yao, K., & Wang, T. (2019). The Relationships of Self-regulated Learning and Academic Achievement in University Students. In SHS Web of Conferences (Vol. 60, p. 01003). EDP Sciences.
_||_Al-kreimeen, R. A. (2014). The Relationship between Individual Creativity and Self-Regulation-From Grade Nine Students Viewpoints in Jordan. International Proceedings of Economics Development and Research, 78, 85.
Abdi, A., & Molabeigi, A. (2016). The impact of concept-based learning on science in creative thinking and academic achievements. 1stNationalConference on thePlanningand Development of EducationSystem. Qom: Payame Noor University of Qom; Available from: https://www.civilica.com/Paper-PDES01-PDES01_099.html [In Persian].
Amini, D., Afrooz, GHA., Ahadi, H., Sharifi, Daramadi, P., & Homan, H. (2011). Comparing the effectiveness of the inductive thinking strategies instruction method with the traditional approach instruction on school achievements of mentally retarded fifth graders of Hamedan. Psychology of Exceptional Individuals.1(2):1-17. [In Persian].
Behrangi,M., & Nasiri, R. (2016). The effect of teaching science using education management model on self-directed learning of third-grade secondary school students. J New Approaches in Educational Administration; 7(28):109-130 [In Persian].
Basso, F. P., & Abrahão, M. H. M. B. (2018). Teaching Activities that Develop Learning Self-Regulation. Educação & Realidade, 43(2), 495-512.
Bredderman, T. (1981). Elementary school process curricula: A meta-analysis ERIC Document Reproduction Servicemen 170-333.
Bart, W. M., Hokanson, B., & Can, I. (2017). An Investigation of the Factor Structure of the Torrance Tests of Creative Thinking. Educational Sciences: Theory and Practice, 17(2), 515-528.
Cano, F. (2007). Approaches to learning and study orchestrations in high school students. European Journal of Psychology of Education, 22(2), 131-151.
Conțu, E. G. (2017). The role of classical and modern teaching methods in business education. In Proceedings of the International Conference on Business Excellence. 1(11), 276-283.
Dere, Z., & Ömeroglu, E. (2018). Development of Creative Behavior Observation Form: A Study on Validity and Reliability. Universal Journal of Educational Research, 6(3), 562-570.
Darvishi Ezgeleh M., & Rashidi Z. (2013). Designing a concept-based model of teaching in the course of science and investigating its role in thinking skills (creative and critical) of fourth-grade elementary students. Research in Teaching. 1(1):73-80 [In Persian].
Dimitrios, B., Sdrolias, L., Kakkos, N., Koutiva, M., & Koustelios, A. (2013). "Traditional Teaching Methods vs. Teaching through the Application of Information and Communication Technologies in the Accounting Field: Quo Vadis European Scientific Journal, ESJ 9, no. 28.
Edwards, P. A. (2015). The Effects of a Concept-Based Curriculum on Nursing Students' NCLEX-RN Exam Scores. COLLEGE OF EDUCATION Ph.D. Thesis. Walden University.
El- Nemr, M. A. (1979). Meta-analysis of the outcomes of teaching biology as inquiry. Boulder: University of Colorado.
Fonteyne, L., Duyck, W. De. & Fruyt, F. (2017). Program-specific prediction of academic achievement based on cognitive and non-cognitive factors. Learning and Individual Differences, 56, 34-48.
Ferrándiz, C., Ferrando, M., Soto, G., Sáinz, M., & Prieto, M. D. (2017). Divergent thinking and its dimensions: what we talk about and what we evaluate? Anales de psicología, 33(1), 40-47.
Giddens, J. F., & Morton, N. (2010). Report card: An evaluation of a concept-based curriculum. Nurse Educator Perspectives 31(6), 372–377. http://dx.doi.org/10.1043/1536-5026-31.6.372
Herinckx, H., Munkvold, J. P., winter, E., & Tanner, C. A. (2014). A measure to evaluate classroom teaching practices in nursing. Nursing Education Perspectives 35(1), 30–36. doi:10.5480/11-535.1.
Hillocks, G. (1987). Synthesis of research on teaching writing .Educational Leadership.44 (8), 71- 82.
Hasnor, H. N., Ahmad, Z., & Nordin, N. (2013). The relationship between learning approaches and academic achievement among Intec students, Uitm Shah Alam. Procedia-Social and Behavioral Sciences, 90, 178-186.
İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC medical education, 18(1), 291.
Karimiyan, H., Nateghi, F., & Seyfi, M. (2017). The place of critical thinking in Islamic education based on the national curriculum document. Res Islam Educ.; 25(34):115-133. [In Persian].
Lynn Erickson, H., (2012). Concept-based curriculum and instruction for the thinking classroom. Nouri A, Abdi A, translators. Tehran: Research Institute for Education [In Persian].
Lucas, B. (2019). The impact of Critical and Creative Thinking on achievement in Literacy and Numeracy.
Mirhosseini, F. S., Lavasani, M. G., & Hejazi, E. (2018). The effectiveness of self-regulation learning skills on motivational and academic variables among students. Middle East Journal of Family Medicine, 16(5), 68-75.
Neto, R. D. C. A., Rodrigues, V. P., & Melendez, A. (2018). Creative thinking and entrepreneurial behavior among k-12 teachers: a predictive study. Psico, 49(4), 395-401.
Oates, S. (2019). The importance of autonomous, self-regulated learning in Primary Initial Teacher Training. In Frontiers in Education (Vol. 4, p. 102). Frontiers.
Poursalim,A., Zamani, E., & Manafi Sharafabad, K. (2014). The effectiveness of collaborative learning on the creative thinking of fifth-grade students of Kouhdasht city in the course of science. Think Child. 5(9):1-19 [In Persian].
Rezaei, S., & Manouchehri, M. (2008). Comparison of mental disorders between homeowner residents and nurse home elders. J Salmand. 3(1):16-25 [In Persian].
Sevari, K., & Arabzade,SH. (2013). Construction and measurement of the psychometric properties of academic self-regulation questionnaire. J School Psychology. 2(2):75-92. [In Persian].
Safavi, A. (2015). General methods and techniques of teaching. Tehran: Maaser [In Persian].
Taba, H. (1966). Curriculum Development. New York: Harcourt, Brace and World, Inc.
Torrance, E. (1989). The Nature of Creativity as Manifest in, this Testing in, Stanberry, Robert J.; The Nature of Creativity Contemporary Psychological Perspectives, Cambridge university press.
Toharudin, U., Rahmat, A., & Kurniawan, I. S. (2019). The important of self-efficacy and self-regulation in learning: How should a student be? In Journal of Physics: Conference Series. 1157(2), 022-074. IOP Publishing.
Vermunt, J. D., & Donche, V. (2017). A learning patterns perspective on student learning in higher education: State of the art and moving forward. Educational Psychology Review, 29(2), 269-299.
Xiao, S., Yao, K., & Wang, T. (2019). The Relationships of Self-regulated Learning and Academic Achievement in University Students. In SHS Web of Conferences (Vol. 60, p. 01003). EDP Sciences.
