فراتحلیل اثربخشی آموزش‌های مبتنی بر رویکرد سازنده‌گرایی بر عملکرد تحصیلی در درس علوم تجربی

پژوهش در برنامه ریزی درسی

دوره 18، شماره 69، شهریور 1400، صفحه 94-112   

نوع مقاله: مقاله مروری

شناسه دیجیتال (DOI): 10.30486/jsre.2021.1898821.1639

نویسندگان

یاسر گراوند¹؛ مرتضی امیدیان^{* 2}؛ حمید فرهادی راد³؛ سیدعباس رضوی⁴؛ غلامحسین مکتبی⁵

¹دانشجوی دکترای روان شناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز،ایران

²دانشیار گروه روان شناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.

³دانشیارگروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

⁴استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

⁵دانشیار گروه روان شناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز،اهواز، ایران.

چکیده

پژوهش کاربردی حاضر  با روش فراتحلیل در صدد ترکیب پژوهش­های انجام شده در زمینۀ تأثیر آموزش­های مبتنی بر  سازنده‌گرایی بر عملکرد تحصیلی دانش­آموزان در درس علوم تجربی بود. میدان پژوهش شامل مطالعاتی بود که طی 15 سال گذشته در داخل و خارج کشور به صورت پایان­نامه، مقاله­های علمی پژوهشی و کنفرانس­های علمی در پایگاه‌های پژوهشگاه علوم و فناوری اطلاعات ایران، بانک منابع اطلاعات جهاد دانشگاهی، بانک اطلاعات نشریات کشور ، سیویلیکا و مجلات علمی- پژوهشی در حوزۀ علوم‌تربیتی و روان­شناسی، Science Direct، ERICT، Psych info،Scopusو Google Scholar در دسترس بود. بر اساس ملاک­های ورود و خروج 14 اندازۀ اثر از  میان 109 تحقیق مورد بررسی قرار گرفت. برای تجزیه و تحلیل پژوهش­های اولیه اندازۀ اثر ترکیبی با دو مدل اثر ثابت و تصادفی استفاده شد و برای بررسی سوگیری انتشار از  روش تحلیل حساسیت با استفاده از نمودار قیفی و شاخص آماری تعداد امن از تخریب و برای بررسی میزان ناهمگنی از آزمون Q کوکران و مجذور I استفاده شد و برای تبدیل اندازۀ اثر از ضریب Z فیشر استفاده گردید. نتایج مربوط به اندازۀ اثر ترکیبی برای مدل اثرات تصادفی (64/2) به دست آمد. همچنین، نتایج نشان داد که متغیرهای نوع ابزار و نوع مداخله­های به کار رفته تعدیل­گر اثربخشی آموزش­های مبتنی بر سازنده­گرایی بر عملکرد تحصیلی دانش­آموزان در درس علوم تجربی‌اند. یافته­های این فراتحلیل دارای پشتوانۀ نظری و تجربی مکفی است و لزوم بازنگری و استفاده از آموزش­های مبتنی بر سازنده­گرایی را در نظام آموزشی کشور موجّه می­سازد.

کلیدواژه‌ها

فراتحلیل؛ آموزش‌های مبتنی بر سازنده‌گرایی؛ عملکرد تحصیلی؛ علوم تجربی

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