تأثیر روش‌های آموزش مبتنی بر بارشناختی و فناوری واقعیت‌افزوده بر یادگیری و یادداری دانش‌آموزان در درس ریاضی

پژوهش در برنامه ریزی درسی

دوره 18، شماره 68، خرداد 1400، صفحه 163-177   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2021.1893684.1578

نویسندگان

علیرضا بادله^{* 1}؛ عبدالجلال توماج²؛ مسلم قبادیان³

¹استادیار گروه علوم‌تربیتی، دانشگاه فرهنگیان، مازندران، ایران.

²کارشناس آموزش، آموزش‌وپرورش آق‌قلا، گلستان، ایران.

³استادیار گروه علوم‌تربیتی، دانشگاه فرهنگیان، لرستان، ایران.

چکیده

هدف پژوهش حاضر بررسی تأثیر آموزش مبتنی بر بارشناختی و فناوری واقعیت افزوده بر یادگیری و یادداری‌ دانش‌آموزان رشتۀ تجربی پایۀ دوازدهم متوسطه در درس ریاضی 3 سال تحصیلی 98-97 است. روش پژوهش حاضر شبه آزمایشی از نوع پیش‌آزمون و پس‌آزمون با سه گروه یک گروه کنترل و دو گروه آزمایش است. جامعه آماری پژوهش شامل تمامی دانش‌آموزان پایه دوازدهم رشته تجربی شهرستان گرگان به تعداد 726 دانش‌آموز است که حجم نمونه پژوهش با استفاده از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای، از بین 22 دبیرستان شهرستان گرگان، به‌طور تصادفی دبیرستان مصطفی خمینی انتخاب شد. سپس از بین رشته‌های پایه دوازدهم این مدرسه، به‌طور تصادفی رشته تجربی انتخاب شد که دارای 3 کلاس به تعداد 90 دانش‌آموز بود. از بین این دانش‌آموزان، آنان که دارای معدل بالای 17 بوده و از نظر انضباطی در سطح مطلوبی قرار داشتند. 60 دانش‌آموز به‌عنوان نمونۀ پژوهش انتخاب شدند. ابزار پژوهش شامل آزمون محقق ساخته 30 سؤالی با رعایت سطوح مختلف حیطۀ شناختی بلوم است که ضریب تمییز و دشواری تک‌تک سؤالات بررسی و مطلوب گزارش شد. به‌منظور ارزیابی روایی‌محتوایی از دو ضریب نسبی روایی‌محتوا (CVR) و شاخص روایی محتوا (CVI) استفاده شد که به ترتیب 60/0 و 86/0 به دست آمد نتایج پژوهش حاضر نشان داد که روش‌های آموزش مبتنی بر بارشناختی و فناوری واقعیت افزوده تأثیر مثبت و معناداری بر یادگیری و یادداری دانش‌آموزان دارند و روش‌ آموزش مبتنی بر فناوری واقعیت افزوده نسبت به سایر روش‌های آموزش مبتنی بر بارشناختی و روش سنتی تأثیر بیشتری بر یادگیری و یادداری دانش‌آموزان دارد.

کلیدواژه‌ها

آموزش؛ بارشناختی؛ فناوری واقعیت افزوده؛ یادگیری؛ یادداری؛ درس ریاضی

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