مدل‌سازی و تحلیل رابطه بین ویژگی‌های شناختی معلمین دوره ابتدایی و کاربرد فن‌آوری‌های اطلاعات و ارتباطات در فرآیند آموزش و یادگیری

پژوهش در برنامه ریزی درسی

مقاله 11، دوره 15، شماره 58، مهر 1397، صفحه 152-164   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2018.543736

نویسندگان

ابراهیم مردانی¹؛ علی اکبر امین بیدختی^{* 2}؛ علی محمد رضایی³

¹دانشجوی دکتری مدیریت آموزشی، گروه روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران.

²دانشیار گروه روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران.

³استادیار گروه روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران.

چکیده

پژوهش حاضر با هدف تعیین روابط ساختاری بین ویژگی‌های شناختی معلمین دوره ابتدایی و کاربرد فن‌آوری اطلاعات و ارتباطات (فاوا) در فرآیند آموزش و یادگیری انجام شد. روش تحقیق، همبستگی و مبتنی بر مدل معادلات ساختاری بود. جامعة آماری، کلیة معلمین دوره ابتدایی شهر آبادان در سال تحصیلی 95 - 94 به تعداد 784 نفر بود. 220 نفر از جامعه به شیوه نمونه‌گیری تصادفی ساده، به‌عنوان نمونه انتخاب شدند. ابزار گردآوری اطلاعات، شامل 4 مقیاس بود. مقیاس 17 گویه‌ای دانش فن‌آوری، آموزشی، موضوعیِ Kabakci و مقیاس‌های باورهای آموزشی سازنده گرا (9 گویه)، نگرش به فاوا (8 گویه) و کاربرد فاوا در فرآیند آموزش و یادگیری (9 گویه) که توسط Van Braak طراحی شده‌اند. روایی ابزار به شیوة روایی محتوا و پایایی آن (مقیاس‌های دانش فن‌آوری، آموزشی، موضوعی 88/. = α، باورهای آموزشی ساخت‌گرایانه 92/.= α، نگرش معلمین نسبت به فاوا 87/.= α و کاربرد فاوا در فرآیند آموزش و یادگیری 84/.= α) سنجیده شد. به‌منظور تحلیل داده‌ها، از آمار توصیفی و استنباطی بهره گرفته شد. مطابق آزمون همبستگی پیرسون، بین ویژگی‌های شناختی معلمین (دانش فن‌آوری، آموزشی، موضوعی، باورهای آموزشی ساخت‌گرایانه، نگرش به فاوا و کاربرد آن در فرآیند آموزش و یادگیری) رابطه مثبت و معنی‌دار بود. هم‌چنین، مدل علّی طراحی شده با توجه به شاخص‌های محاسبه شده از برازش خوبی برخوردار و مدل معادلات ساختاری رابطه علی بین ویژگی‌های شناختی معلمین دوره ابتدایی و کاربرد فاوا قادر به پیش‌بینی کاربرد فاوا توسط آنان در فرآیند آموزش بود. دیگر یافته‌ها نشان داد؛ نگرش مطلوب نسبت به فاوا، قوی‌ترین متغیر پیش‌بینی‌کننده کاربرد آن در آموزش است.

کلیدواژه‌ها

فرآیند آموزش و یادگیری؛ فناوری اطلاعات و ارتباطات؛ معلمین دوره ابتدایی؛ ویژگی‌های شناختی

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