تأثیر بازی¬وارسازی فعالیت¬های کلاسی بر کیفیت یادگیری دانش¬آموزان پایه دهم در برنامه درسی شیمی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
الناز رشتی زاده
1
*
,
رحمت اله خسروی
2
,
سمیرا حسینیان
3
1 - استادیار گروه آموزش شیمی، دانشگاه فرهنگیان، تهران، ایران.
2 - استادیار گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران.
3 - دبیر شیمی، تهران، ایران.
کلید واژه: بازی¬وارسازی, کیفیت یادگیری, فعالیت¬های کلاسی, بازی¬های مشارکتی, بازی¬های مروری, بازی¬های کاوشگرانه,
چکیده مقاله :
پژوهش حاضر با هدف ارزیابی تأثیر بازیوارسازی فعالیتهای کلاسی بر کیفیت یادگیری دانشآموزان پایه دهم در برنامه درسی شیمی انجام گرفته است. روش پژوهش از نوع نیمه آزمایشی و طرح پیش آزمون - پس آزمون با گروه کنترل بود. جامعه آماری پژوهش، کلیه دانشآموزان شیمی رشته علوم تجربی پایه دهم منطقه 10 تهران در سال تحصیلی 1402-1401 بود. برای انتخاب نمونه از روش نمونهگیری در دسترس استفاده شد. دو کلاس از دانشآموزان شیمی رشته علوم تجربی پایه دهم انتخاب گردید که هر کلاس 35 نفر بود. به صورت تصادفی یک کلاس به عنوان گروه گواه و کلاس دیگر به عنوان گروه آزمایش سازماندهی شد. داده های پژوهش به صورت میدانی و از طریق آزمون جمع آوری شد. به منظور تعیین میزان کیفیت یادگیری دانشآموزان درباره فعالیت های یادگیری شامل فعالیت های مشارکتی، فعالیتهای مروری و فعالیتهای کاوشگرانه کتاب شیمی، قبل و بعد از اعمال متغیر مستقل(انجام فعالیتهای کلاسی از طریق بازی)، آزمونی بر اساس سطوح شناختی بلوم به عمل آمد. دادههای بهدست آمده با تحلیل کواریانس یک متغیره (ANCOVA) تجزیه و تحلیل شد. یافتهها نشان داد که بین دانشآموزان گروه آزمایش و گروه کنترل در متغیر کیفیت یادگیری تفاوت معناداری وجود دارد و مشخص گردید استفاده از روش بازیوارسازی باعث افزایش کیفیت یادگیری دانشآموزان گروه آزمایش شده است. نتایج حاکی از این بود که فعالیتهای مشارکتی (با هم بیندیشیم)، فعالیتهای مروری و فعالیتهای کاوشگرانه مبتنی بر بازی در درس شیمی، بر کیفیت یادگیری دانشآموزان پایه دهم تأثیر مثبت دارد.
The current research aimed to evaluate the impact of gamification of classroom activities on the learning quality of tenth-grade students in the chemistry curriculum. The research method was a quasi-experimental design with a pre-test and post-test control group. The study's statistical population consisted of all tenth-grade chemistry students in the experimental sciences field in Tehran's District 10 for the 1401-1402 academic year. A convenience sampling method was used to select the sample. Two classes of tenth-grade chemistry students in the experimental sciences field were chosen, each comprising 35 students. One class was randomly assigned as the control group, and the other as the experimental group. The research data were collected in the field through tests. To determine the level of students' learning quality before and after implementing the independent variable (conducting classroom activities through games), tests were conducted in the form of collaborative games, review games and exploratory games based on Bloom's cognitive levels. The collected data were analyzed using one-way ANCOVA. The findings indicated that there was a significant difference in the learning quality variable between the students of the experimental group and the control group, and it was determined that the use of gamification methods led to an increase in the learning quality of the experimental group students. Furthermore, the results showed that collaborative activities (Let's Think Together), review activities, and exploratory activities based on games in the chemistry lesson positively impacted the learning quality of the tenth-grade students.
Bayram, Z., Oskay, Ö. Ö., Erdem, E., Özgür, S. D., & Şen, Ş. (2013). Effect of inquiry based learning method on students’ motivation. Procedia-Social and Behavioral Sciences, 106, 988-996.
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive learning environments, 24(6), 1162-1175. Bonwell, C. C., Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. Washington, DC: George Washington University Press.
Brydges, S., & Dembinski, H. E. (2019). Catalyze! Lowering the Activation Barriers to Undergraduate Students’ Success in Chemistry: A Board Game for Teaching Assistants. Journal of Chemical Education, 96 (3), 511–517.
Chans, G. M., & Portuguez Castro, M. (2021). Gamification as a strategy to increase motivation and engagement in higher education chemistry students. Computers, 10(10), 132.
Coudret, C.; Dietrich, N. (2020). Fun with Flags and Chemistry. Journal of chemical education, 97, 4377−4384.
Crimmins, M.T., & Midkiff, B. (2017). High Structure Active Learning Pedagogy for the Teaching of Organic Chemistry: Assessing the Impact on Academic Outcomes. Journal of chemical education, 94(4), 429–438.
Da Silva Júnior, J. N., Castro, G. de L., Melo Leite Junior, A. J., Monteiro, A. J., & Alexandre, F. S. O. (2022). Gamification of an Entire Introductory Organic Chemistry Course: A Strategy to Enhance the Students’ Engagement. Journal of Chemical Education, 99(2), 678–687.
Goldman, S., Coscia, K. A., Genova, L. A. (2024). ChemisTree: A Novel, Interactive Chemistry Game to Teach Students about Electron Configuration. Journal of Chemical Education, https://doi.org/10.1021/acs. jchemed.3c00678
Jenkins, D. A., & Mason, D. (2020). Gamification in general chemistry. Active Learning in College Science: The Case for Evidence-Based Practice, 439-449.
Kalms, E. (2019). Creating assessments as an active learning strategy: too time-consuming for benefit gained? Medical Education Online, 24, 1.
Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. Wiley, 4, 81−83.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75–86.
Koh, S. B. K.; Fung, F. M. (2018). Applying a Quiz-Show Style Game To Facilitate Effective Chemistry Lexical Communication. Journal of Chemical Education, 95, 1996−1999.
Landers, R. N. (2014). Developing a Theory of Gamified Learning. Simulation & Gaming, 45, 752−768.
Li, J., Yang, M. A., Xue, Z. H. (2022). CHEMTrans: Playing an Interactive Board Game of Chemical Reaction Aeroplane Chess. Journal of Chemical Education, 99, 1060−1067.
Li, L., He, T. (2023). Card Lab: An Educational Game to Support Chemistry Laboratory Learning. Journal of Chemical Education, 100, 192−198.
Liu P. (2022). Promoting problem refining, analyzing and solving abilities through active learning in Polymer Chemistry and Physics teaching: A prospective framework for free radical suspension polymerization. Education for Chemical Engineers, 39,15-18.
Manzano-León, A., Rodríguez-Ferrer, J. M., Aguilar-Parra, J. M. (2023). Gamification in Science Education: Challenging Disengagement in Socially Deprived Communities. Journal of Chemical Education, 100, 170−177.
Mehrmohammadi, M., Farasatkhah, M., Bagheri, KH., Fazeli, N. A., Mousapour, N. A., attaran, M., & Hatami, Javad. (2011). Optimal strategies for teaching humanities in the country's universities. Journal of Iranian Higher Education, 4(1), 85-128.
Mellor, K. E., Coish, P., Brooks, B. W., Gallagher, E. P., Mills, M., Kavanagh, T. J., ... & Anastas, P. T. (2018). The safer chemical design game. Gamification of green chemistry and safer chemical design concepts for high school and undergraduate students. Green Chemistry Letters and Reviews, 11(2), 103-110.
Miller, J. L.; Wentzel, M. T.; Clark, J. H.; Hurst, G. A. (2019). Green Machine: A Card Game Introducing Students to Systems Thinking in Green Chemistry by Strategizing the Creation of a Recycling Plant. Journal of Chemical Education, 96, 3006−3013.
Murciano-Calles, J. (2020). Use of Kahoot for Assessment in Chemistry Education: A Comparative Study. Journal of Chemical Education, 97, 4209−4213.
Murillo-Zamorano, L. R., López Sánchez, J. Á., Godoy-Caballero, A. L., & Bueno Muñoz, C. (2021). Gamification and active learning in higher education: is it possible to match digital society, academia and students’ interests? In International Journal of Educational Technology in Higher Education (Vol. 18, Issue 1). https://doi.org/10.1186/ s41239-021-00249-y
Murciano-Calles, J. (2020). Use of Kahoot for Assessment in Chemistry Education: A Comparative Study. Journal of Chemical Education, 97, 4209−4213.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Rodríguez-Blas, T., de Blas, A., Latorre-López, M.-J., & Picos-Nebril, S. (2021). “Find Your Personal Elements”: An Engaging Approach to Introducing Chemistry to Secondary School Students. Journal of Chemical Education, 98(6), 2012–2016.
Rudolf, E. (2022). With gamification to collaborative learning in chemistry lessons. Journal Creative Commons Attribution 4.0 International License, 19 (2), 1-15.
Saluga, S. J.; Peacock, H. Seith, Casadora, D. D.; Boone, C. A.; Fazeli, Y.; Huynh, R. M.; Luo, J.; Naghi, Z.; Link, R. D. (2022). Inter-Twine-d: Combining Organic Chemistry Laboratory and Choose-Your-Own-Adventure Games. Journal of Chemical Education, 99, 3964−3974.
Sanga Lamsari Purba, L.; Sormin, E.; Harefa, N.; Sumiyati, S. (2019). Effectiveness of Use of Online Games Kahoot! Chemical to Improve Student Learning Motivation. Jurnal pendidikan kimia, 11, 57–66.
Serna-Gallén, P., Fortuño-Morte, M., Beltrán-Mir, H., Cordoncillo, E. (2022). “MasterChemist”: A Novel Strategy for Reviewing Stoichiometry and Introducing Molecular Gastronomy to Chemistry Students Pablo Serna-Gallén,* Maria Fortuño-Morte, Héctor Beltrán-Mir, and Eloísa Cordoncillo. Journal of Chemical Education, 99, 3443−3451.
Stanley Lourdes Benedict, T. A. P. (2023). Periodic Table of Ladder: A Board Game to Study the Characteristics of Group 1, Group 17, Group 18, and the Transition Elements. Journal of Chemical Education, 100, 1047−1052.
Tursyngozhayev, K., Kavak, N., Akhmetov, N. K. (2024). Enhancing Chemistry Education for Students through a Novel Card Game: Compound Chain. Journal of Chemical Education https://doi.org/10.1021/acs. jchemed.3c00983
Wang, S., Wu, C., & Hou, H. T. (2019). Integrating Board Game Elements, Collaborative Discussion, and Mobile Technology to a Gamification Instructional Activity-A Case of High School Chemical Course. International Journal of Learning Technologies and Learning Environments, 2(2), 11-20.
Yacoub, M. S. W., Holton, A. J. (2023). Development and Implementation of an Online Narrative Game to Aid Studying and Review in an Online General Chemistry Course. Journal of Chemical Education, 100 (9) 3688-3693.
Zhang, Z., Muktar, P., Ong, C. I. W., Lam, Y., Fung, F. M. (2021) CheMakers: Playing a Collaborative Board Game to Understand Organic Chemistry. Journal of Chemical Education, 98, 530−534.
Zourmpakis, A. I., Papadakis, S., & Kalogiannakis, M. (2022). Education of preschool and elementary teachers on the use of adaptive gamification in science education. International Journal of Technology Enhanced Learning, 14(1), 1-16.