مطالعه تطبیقی کاربست نظریه‌های یادگیری در فرایند آموزش و ارتباط آن با نمره کاربرد ریاضی در کشورهای اسلامی
محورهای موضوعی : پژوهش در برنامه ریزی درسیمهدی نامداری پژمان 1 , حیدر کریمیان 2 , هیمن رحیمی 3
1 - 1دانشجوی دکتری مدیریت آموزشی، دانشگاه تهران، تهران، ایران
2 - 2دانشجوی دکتری مدیریت آموزشی، دانشگاه خوارزمی تهران، تهران، ایران
3 - 3دانش آموخته کارشناسی ارشد مدیریت آموزشی
کلید واژه: نظریه‌های یادگیری, کاربرد ریاضی, تولید ناخالص داخلی, کشورهای اسلامی, تیمز 2007,
چکیده مقاله :
یکی از دروس پایه در نظام تعلیم و تربیت دنیا، ریاضیات است. طوری که آن را با عنوان روش درست اندیشیدن شناخته‌اند. ارزیابی جامع این درس و تعیین ارتباط آن با شاخص‌های نظریه‌های یادگیری، مسیر صحیحی را برای آموزش و یادگیری آن فراهم می‌آورد. پژوهش حاضر با تکیه بر نتایج مطالعه تیمز 2007، قصد دارد میزان استفاده از شاخص‌های نظریه‌های یادگیری در فرایند آموزش و نقش آن در بعد کاربرد ریاضی را در کشورهای اسلامیِ هم سطح از نظر تولید ناخالص داخلی، بررسی کند. نوع پژوهش به لحاظ تأثیرگذاری نظریات یادگیری بر کاربرد ریاضی از نوع همبستگی به شمار می‌رود. از بین کشورهای اسلامی بوسنی، الجزایر، تونس و جمهوری اسلامی ایران انتخاب شدند. جامعه آماری شامل کلیه دانش‌آموزان پایه هشتم در سال 2007 در کشورهای اسلامی تحت مطالعه است که از میان آنها بر اساس روش نمونه‌گیری سه مرحله‌ای خوشه‌ای طبقه‌ای، نمونه مورد نظر انتخاب شد. ابزار گردآوری اطلاعات شامل پرسشنامه 17 گویه‌ای درباره راهبردهای یادگیری با پایایی 83/0 و آزمون 88 سؤالی در حوزه کاربرد ریاضی بود. روایی ابزارهای مورد نظر توسط متخصصان روانسنجی و روانشناسی تربیتی تأیید شده است. داده‌های مورد نیاز از تارنمای مرکز تیمز و پرلز اخذ شد. از نظر میزان استفاده از شاخص‌های نظریه ساخت گرایی، دانش‌آموزان اردنی با میانگین 17/3 در رتبه اول و دانش‌آموزان ایرانی با میانگین 77/2 در رتبه آخر قرار گرفتند. در شاخص‌های نظریه خبرپردازی، دانش‌آموزان اردنی با میانگین 99/2 رتبه اول و دانش‌آموزان بوسنیایی با میانگین 51/2 در رتبه آخر جای داشتند. در شاخص‌های نظریه شناختی ـ اجتماعی، دانش‌آموزان اردنی با میانگین 16/3، رتبه اول و دانش‌آموزان تونسی با میانگین 69/2 در رتبه آخر قرار گرفتند. در دستیابی به اهداف کاربرد درس ریاضی، دانش‌آموزان بوسنیایی با میانگین47/441، رتبه اول و دانش‌آموزان الجزایری با میانگین412 در رتبه آخر جای گرفتند. نتایج تحلیل رگرسیون چندگانه نشان داد متغیرهای نظریه‌های یادگیری، واریانس متغیر کاربرد ریاضی را به صورت معنادار تبیین می‌کنند. همچنین در همه کشورها به جز الجزایر، نظریه شناختی ـ اجتماعی یک عامل معنادار در تبیین کاربرد ریاضی بود.
Entitled as " a proper thinking method", mathematics is one of the basic courses in the world education systems .comprehensively evaluating this course as well as identifying it's relation with learning theories indexes would pave the way for better instruction and learning. Regarding TIMSS (2007), this study assessed the use of learning theories indexes in instruction process and its role in math application in Islamic nations that were equal in Gross National Product (GNP). This research considering the effectiveness of learning theories on math application was of correlation type. Amongst the Islamic countries, Bosnia, Algeria, Tunisia, Iran, and Jordan were selected. All eight grade students during the academic year of 2007 in these Islamic countries were considered as the statistical population. The statistical sample, then, was selected thorough three stage stratified cluster sampling. Data were collected by means of a questionnaire with 17 items about learning strategies (by reliability of 0/83) and a math application test with 88 questions. Then, the validity of instruments was approved by the psychometric and educational psychology experts. Required data derived from TIMSS and PIRLS website. Taking the constructivism theory into consideration, Jordanian students with the mean score of3.17 were the first and Iranian students with the mean score of 2.77 were the last. In information processing theory, Jordanian students with the mean score of 2.99 ranked first and Bosnian students with the mean score of 2.51 ranked last. Considering social-cognitive theory indices, Jordanian students with mean score of 3.16 were the first whereas, Tunisian students with the mean score of 2.69 were the last. In achieving the applied goals of math, Bosnian students with the mean score of 441.47 gained the first place however, these were the Algerian students who were the last, with the mean score of 412. Multiple regression analysis results showed that learning theories variables significantly explained the math usage variance. Also in all countries except Algeria, social-cognitive theory was a significant factor in math usage.
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