مقایسۀ اثرات بازی هدایت‌شده، بازی آزاد و آموزش مستقیم بر یادگیری کودکان در درس علوم تجربی پایۀ اول ابتدایی

پژوهش در برنامه ریزی درسی

دوره 17، شماره 67، اسفند 1399، صفحه 167-182   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2021.1898106.1627

نویسندگان

صابر عبدالملکی^{* 1}؛ محبوبه خسروی²؛ مصطفی قادری²؛ حسن ملکی²

¹دانشجوی دکتری برنامه‌ریزی درسی دانشگاه علامه طباطبائی، تهران، ایران.

²عضو هیئت‌علمی گروه برنامه‌ریزی درسی دانشگاه علامه طباطبائی، تهران، ایران.

چکیده

هدف پژوهش، بررسی مقایسۀ اثرات بازی هدایت‌شده، بازی آزاد و آموزش مستقیم بر یادگیری کودکان در درس علوم تجربی پایۀ اول ابتدایی بود. روش پژوهش حاضر، کمی و از نوع مطالعات آزمایشی با طرح بین گروهی با اندازه‌گیری مکرر بود. جامعۀ پژوهش، همۀ دانش‌آموزان پسر پایۀ اول مدارس ابتدایی منطقه یازده شهر تهران در سال 1398 بود. از جامعۀ آماری، یک مدرسه به روش نمونه‌گیری در دسترس انتخاب شد و از میان دانش‌آموزان کلاس اول آن مدرسه 24 آزمودنی به‌صورت تصادفی انتخاب و در سه گروه به‌صورت (هر گروه 8 آزمودنی) قرار گرفتند. ابزار پژوهش، آزمون محقق ساخته مبحث آهن‌ربا کتاب علوم تجربی پایۀ اول ابتدایی بود. پایایی ابزار با روش کودر ریچاردسون بررسی شد و مقدار آن برابر با 86/0، روایی ابزار به‌وسیلۀ روایی محتوا توسط معلمان بررسی و روایی آن تائید شد. به‌منظور تحلیل داده‌ها از تحلیل واریانس ترکیبی (یک بین و یک درون) با نرم‌افزار Spss₂₀ استفاده شد. نتایج پژوهش نشان داد که بین سه روش آموزشی در باب یادگیری در سطح 05/0 تفاوت معناداری وجود دارد. همچنین مقایسۀ گروه‌ها در یادگیری با توجه به اثر تعاملی زمان، حاکی از آن بود که روش بازی هدایت‌شده در افزایش یادگیری مبحث آهن‌ربا نسبت به سه روش دیگر مؤثرتر بوده است (05/0>P) و میزان کاهش یادگیری در گروه بازی هدایت‌شده نسبت به دو روش دیگر دارای وضعیت بهتری بود. بر اساس نتایج به‌دست‌آمده روش بازی هدایت‌شده می‌تواند باعث افزایش یادگیری مبحث آهن‌ربا در دانش‌آموزان شود.

کلیدواژه‌ها

بازی آزاد؛ بازی هدایت‌شده؛ آموزش مستقیم؛ یادگیری

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