اثربخشی الگوی تدریس چرخه ای ۹مرحله ای (9E) در تدریس علوم بر نگرش نسبت به علوم دانش آموزان (با نقش تعاملی جویادگیری)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، آذربایجان شرقی، ایران

2 استاد روانشناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، آذربایجان شرقی، ایران

چکیده

هدف پژوهش حاضر، تعیین اثربخشی الگوی تدریس چرخه‌ای۹مرحله‌ای (9E) در تدریس علوم بر نگرش نسبت به علوم دانش آموزان(با نقش تعاملی جو یادگیری) بوده است. روش پژوهش ازنوع نیمه‌آزمایشی بود که دراجرای آن از طرح پیش-آزمون- پس آزمون باگروه کنترل استفاده شد. جامعه آماری این پژوهش شامل دانش‌آموزان پسر پایه پنجم ابتدایی شهرستان خوی در سال تحصیلی 1401-1400 بود که به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای تعداد 160نفر از دانش‌آموزان به عنوان نمونه اولیه انتخاب شدند و با استفاده از پرسشنامه جویادگیری، غربالگری شدند و در نهایت60 نفر از دانش‌آموزان انتخاب و براساس نمرات پرسشنامه جویادگیری و با روش جایگزینی هدفمند در دو گروه آزمایش و دو گروه کنترل گمارده شدند. همه‌ی آزمودنی‌های گروه آزمایش و کنترل، قبل و بعد از آموزش با استفاده از پرسشنامه نگرش نسبت به علوم مورد ارزیابی قرار گرفتند. آزمودنی‌های گروه آزمایش به مدت دوازده جلسه 45دقیقه‌ای الگوی تدریس چرخه‌ای ۹مرحله‌ای (9E) در درس علوم را دریافت کردند. گروه کنترل نیز همزمان روش تدریس سنتی (معمول) را دریافت کردند. داده‌های پژوهش با استفاده از روش تحلیل کوواریانس عاملی چند متغیره مورد تجزیه وتحلیل قرار گرفت. یافته‌ها نشان داد که الگوی تدریس چرخه‌ای ۹مرحله‌ای (9E) منجر به بهبود معنی‌دار نگرش نسبت به علوم گروه‌های آزمایش در مقایسه با گروه‌های کنترل شده است. همچنین اثر تعاملی الگوی تدریس چرخه‌ای ۹مرحله‌ای (9E) و جویادگیری برنگرش نسبت به علوم معنی‌دار بوده است. بنابراین با به کارگیری الگوی تدریس چرخه‌ای ۹مرحله‌ای (9E) و توجه به نقش تعاملی و تعدیلی جو یادگیری می‌توان نگرش نسبت به علوم را در دانش‌آموزان افزایش داد.

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