تأثیر روش آموزش علوم مبتنی بر پژوهش بر پیشرفت تحصیلی و مهارت حل مسئله دانش‌آموزان پایه ششم ابتدایی ناحیه یک شهر یزد
محورهای موضوعی : پژوهش در برنامه ریزی درسیعلی محمد اخوت 1 , غلامرضا احمدی 2 , احمدعلی فروغی 3
1 - دانشجوی دکترای تخصصی برنامه‌ریزی درسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
2 - استادیار، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
3 - استاد، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
کلید واژه: پیشرفت تحصیلی, مهارت حل مسئله, روش تدریس مبتنی بر پژوهش, آموزش,
چکیده مقاله :
هدف از این پژوهش تأثیر روش آموزش علوم مبتنی بر پژوهش بر پیشرفت تحصیلی و مهارت حل مسئله دانش‌آموزان پایه ششم ابتدایی بود. بدین منظور از بین دبستان‌های ناحیه 1 شهر یزد، یک مدرسه به‌صورت نمونه‌گیری تصادفی از نوع خوشه‌ای چندمرحله‌ای انتخاب و از بین دانش‌آموزان پایه ششم آن مدرسه 30 دانش‌آموز را انتخاب و به‌صورت تصادفی در دو گروه 15 نفری کنترل و آزمایش تقسیم شدند. ابزارهای پژوهش شامل پرسشنامه استاندارد مهارت حل مسئله هپنر و کراسکوف (Heppner,1988) و آزمون معلم ساخته و نمرات درس علوم تجربی بود که روایی پرسشنامه با مقادیر آلفایی بین 72/0. تا 85/0. در خرده مقیاس‌ها (72/0.PC،84/0AA ، 85/0 PSC) و 90/. برای مقیاس کلی و پایایی آن از طریق آلفای کرونباخ در دامنة 83/0 تا 89/0 محاسبه گردیده است. روایی صوری و محتوایی آزمون معلم ساخته با اعمال‌نظر متخصصان تأیید شد و برای تعیین محاسبه پایایی آزمون از ضریب پایایی مصحح استفاده شد که مقدار پایایی آن 87/0 به دست آمد. داده‌ها با استفاده از نرم‌افزار آماری SPSS19 و آزمون تحلیل کوواریانس و آزمون t، مورد تحلیل قرار گرفتند. نتایج نشان داد که در سطح اطمینان 95 درصد، روش آموزش علوم مبتنی بر پژوهش بر مؤلفه‌های پیشرفت تحصیلی، مهارت حل مسئله، اعتماد به حل مسائل و کنترل شخصی تأثیر معنادار داشته و بر مؤلفه سبک گرایش - اجتناب دانش‌آموزان تأثیر معناداری نداشته است.
The purpose of this study was the evaluate of theeffect inveness of teaching based on research oriented on school achievementand problem solving skill. The research method was quasa exprimental. Thepopulation consisted of all 6th grader students and the sample was anelementary school which randomly was selected. Among all 6th grader students 30students who were ready to participate in this study were randomly divided totwo experimental and control group. The instruments included standardquestionnaires and problem-solving skills Heppner and CRASKOF (Heppner, 1988)and test scores in science class teacher and the validity of alpha valuesbetween 0.72_ 0.85 and subscales (0.72.PC ,0.84 AA, 0.85 PSC) and 0.90 For theoverall scale and reliability through Cronbach's alpha in the range 0.83 to0.89 calculated. The validity of teacher-made tests regarding the number ofscience teachers and one who teaches history of science at the University ofeducators were determined. To determine the reliability of the test with ahistory of two teachers and science education experts were asked toindependently test 20 sheets of papers to correct. Agreement coefficient wascalculated between two corrector 0.87 Both group completed HEPS and CRASKOFproblem solving questionnaire and the science test as pre- test. Theexperimental group received 24 sessions of teaching science based on researchoriented method, while the control group were taught through traditionalmethod. Then both group received problem solving skill test and the sciencepost test. The data were analyzed using (SPSS19) T-test and CO-variance. Thefinding indicated that the experimental group in both school achievement andthe ability of problem solving were significanty better than control group.
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