تأثیر آموزش زیست شناسی به روش تفکر استقرایی بر سطوح یادگیری درس زیست شناسی دانش‌آموزان پسر پایه دوم متوسطه

پژوهش در برنامه ریزی درسی

مقاله 9، دوره 12، شماره 44، فروردین 1394، صفحه 99-109   

نوع مقاله: مقاله پژوهشی

نویسندگان

سعید ویسی کهره¹؛ رسول کردنوقابی^{* 2}؛ مهران فرهادی³

¹1کارشناس ارشد روا‌ن‌شناسی تربیتی. دانشگاه بوعلی سینا همدان، همدان، ایران

²2دانشیار گروه روان‌شناسی، دانشگاه بوعلی سینا همدان، همدان، ایران

³3استادیار گروه روان‌شناسی، دانشگاه بوعلی سینا همدان، همدان، ایران

چکیده

هدف پژوهش شناسایی اثربخشی روش تدریس تفکر استقرایی بر سطوح یادگیری (یادآوری، فهمیدن، کاربستن) دانش‌آموزان پسر پایه دوم متوسطه شهر همدان در درس زیست‏شناسی بود. طرح پژوهشی مورد استفاد از نوع آزمایشی(چهارگروهی سولومون) بود. جامعه آماری این پژوهش کلیه دانش‌آموزان پسر پایه دوم مقطع متوسطه دبیرستان‌های روزانه و دولتی شهر همدان و روش نمونه‌گیری از نوع خوشه‌ای است. در این طرح از پرسشنامه محقق ساخته پیشرفت تحصیلی 30 سؤالی از نوع چهار گزینه‌ای (با روایی محتوایی) استفاده شد که 10 سؤال اول آزمون را یادآوری (میزان یادگیری) و 20 سؤال بعد آزمون پیشرفت تحصیلی را فهمیدن و کاربستن (عمق یادگیری) اندازه‌گیری می‌کرد. در طرح آزمایشی 80 نفر از دانش‌آموزان به صورت تصادفی در چهار گروه (دوگروه کنترل و دو گروه آزمایشی) 20 نفری قرار گرفتند. در ابتدا از آزمودنی‌ها با استفاده از آزمون محقق ساخته پیشرفت تحصیلی پیش آزمون به عمل آمد. طرح آزمایشی طی 7 جلسه اجرا شد و پس از اتمام جلسات آموزشی از هر چهار گروه پس آزمون (آزمون محقق ساخته پیشرفت تحصیلی) به عمل آمد. به منظور تجزیه و تحلیل داده‌ها در تمامی فرضیه‌ها از تجزیه و تحلیل واریانس چند متغیره (مانووا) استفاده شد. نتایج نشان داد آموزش به روش تفکر استقرایی بر میزان یادگیری (سطح یادآوری) دانش‌آموزان معنادار بود. ولی به کارگیری این روش تدریس بر عمق یادگیری (سطوح فهمیدن و کاربستن) معنادار نبود. بنابراین روش تدریس تفکر استقرایی میزان یادگیری دانش‌آموزان را در درس زیست‌شناسی افزایش می‌دهد اما نمی‌تواند عمق یادگیری آنان را ارتقا دهد.

کلیدواژه‌ها

تفکر استقرایی؛ زیست شناسی؛ سطوح یادگیری

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