مقایسة میزان یادگیری و یادداری حاصل از آموزش به شیوة کلاس فناوری چندرسانه‌ای، کلاس آزمایشگاهی و کلاس معکوس و کلاس سنتی در ابتدایی

پژوهش در برنامه ریزی درسی

مقاله 10، دوره 16، شماره 63، دی 1398، صفحه 139-151   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2019.554601.1014

نویسندگان

علیرضا بادله^{* 1}؛ حامد محمودزاده²؛ رضا کبیری زاده³

¹استادیار گروه علوم تربیتی دانشگاه فرهنگیان، پردیس دکتر شریعتی، مازندران، ایران.

²آموزگار ابتدایی، آموزش‌وپرورش شهرستان کاشان، ایران.

³کارشناسی ارشد تکنولوژی آموزشی، آموزش‌وپرورش شهرستان کرج، ایران.

چکیده

این پژوهش بر آن است تا در‌یابد که آیا تفاوتی بین میزان یادگیری و یادداری حاصل از آموزش به طریق کلاس فناوری چندرسانه‌ای، کلاس آزمایشگاهی، کلاس معکوس و کلاس سنتی در درس علوم پایة ششم ابتدایی وجود دارد. روش پژوهش حاضر از نوع شبه‌آزمایشی است. جامعة آماری پژوهش، شامل تمامی دانش‌آموزان مقطع ابتدایی به تعداد 8304 نفر در پایة ششم دبستان‌های پسرانه در سال تحصیلی 96-95 در ناحیه 3 شهر کرج است. روش نمونه‌گیری به‌صورت خوشه­ای چندمرحله‌ای بوده است بدین‌صورت که ابتدا از مناطق چندگانه کرج ناحیه 3 به‌صورت تصادفی انتخاب شد و آنگاه یک مدرسه در آن ناحیه به‌صورت تصادفی انتخاب شده است. ابزار پژوهش از نوع آزمون‌های چندگزینه‌ای محقق‌ساخته که روایی آن 4 نفر از آموزگاران برتر کشوری تائید و پایایی آن با روش آلفای کرونباخ 81/0 به دست آمد و اطلاعات با استفاده از نرم‌افزار آماری SPSS₂₀ در دو بخش توصیفی و استنباطی تجزیه‌وتحلیل شد. نتایج نشان داد که روش آموزش معکوس تأثیر مثبت و معناداری بر یادگیری و یادداری دانش‌آموزان دارد؛ اما سایر روش‌های آموزش کلاس آزمایشگاهی، کلاس چندرسانه‌ای و کلاس سنتی تأثیری بر میزان یادگیری و یادداری دانش‌آموزان ندارند.

کلیدواژه‌ها

آموزش سنتی؛ آموزش آزمایشگاهی؛ آموزش معکوس؛ آموزش چندرسانه‌ای

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