مقایسه اثربخشی آموزش علوم پایه دوم دوره ابتدایی با رویکرد استیم (STEAM) و روش سنتی
محورهای موضوعی : پژوهش در برنامه ریزی درسیپریا میردار مکاری 1 , سولماز نورآبادی 2 *
1 - کارشناسي ارشد برنامه ریزی درسی، دانشكده علوم انساني، دانشگاه شاهد، تهران، ایران.
2 - دانشیار گروه علوم تربیتی، دانشكده علوم انساني، دانشگاه شاهد، تهران، ایران.
کلید واژه: اثربخشی, آموزش علوم, پایه دوم دوره ابتدایی, رویکرد استیم, روش سنتی. ,
چکیده مقاله :
هدف پژوهش حاضر، اجرای رویکرد استیم و مقایسه اثربخشی آموزش علوم پایه دوم ابتدایی با رویکرد استیم و روش‌سنتی است. پژوهش با روش شبه‌آزمایشی در قالب طرح پیش‌آزمون و پس‌آزمون با دو گروه آزمایش و کنترل انجام شد. جامعه پژوهش شامل تمام دانش‌آموزان پایه دوم ابتدایی ناحیه 3 استان البرز در سال تحصیلی 1403-1402 بود. تعداد ۶۰ نفر از دانش‌آموزان با استفاده از روش نمونه‌گیری تصادفی در دو گروه ۳۰ نفره آزمایش و کنترل قرار گرفتند. پس از انجام پیش‌آزمون در دو گروه آزمایش و کنترل، تدریس به روش رایج و سنتی در گروه کنترل، و تدریس با رویکرد استیم در گروه آزمایش انجام شد. سپس پس‌آزمون در هر دو گروه اجرا و در نهایت داده‌های جمع‌آوری شده با استفاده از نرم‌افزار SPSS26 تحلیل شد. یافته‌ها نشان داد که جایگزینی رویکرد استیم بجای روش سنتی آموزش علوم، موجب بهبود قابل توجه یادگیری دانش‌آموزان می‌شود. نتایج حاصل از این پژوهش، برتری روش استیم را در ارتقاء درک دانش‌آموزان از مفاهیم علمی، تقویت مهارت‌های عملی، پرورش خلاقیت و بهبود تفکر نقادانه و مهارت‌های حل مسئله تأیید می‌کند. شواهد حاکی از آن است که آموزش با رویکرد استیم می‌تواند به عنوان یک راهکار مؤثر برای بهبود کیفیت آموزش علوم پایه دوم ابتدایی مورد استفاده قرار گرفته و موجب پیشرفت تحصیلی قابل توجه دانش‌آموزان در درس علوم گردد.
The aim of the present study is to implement the STEAM approach and compare the effectiveness of teaching science in the second grade of elementary school with STEAM approach and traditional method. The study was conducted using a quasi-experimental method in the form of a pre-test and post-test design with two experimental and control groups. The research population included all second-grade elementary school students in District 3 of Alborz Province in the academic year 2023-2024. A total of 60 students were randomly assigned to two experimental and control groups of 30 using the random sampling method. After conducting the pre-test in the experimental and control groups, teaching was carried out using the conventional and traditional method in the control group, and teaching with the STEAM approach in the experimental group. Then, a post-test was conducted in both groups, and finally, the collected data was analyzed using SPSS26 software. The findings showed that replacing STEAM approach with traditional method of teaching science significantly improved students' learning. The results of this study confirm the superiority of the STEAM method in enhancing students' understanding of scientific concepts, strengthening practical skills, fostering creativity, and improving critical thinking and problem-solving skills. Evidence suggests that STEAM education can be used as an effective strategy to improve the quality of science education in the second grade of elementary school and lead to significant academic progress of students in science lessons.
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