تأثیر یادگیری مغز ـ محور(B.B.L) بر نگرش و پیشرفت تحصیلی درس ریاضی

پژوهش در برنامه ریزی درسی

مقاله 6، دوره 12، شماره 47، اسفند 1394، صفحه 61-73   

نویسندگان

مهدی حسنی¹؛ رضا دستجردی^{* 2}؛ مجید پاکدامن³

¹کارشناس ارشد علوم تربیتی، واحد قاین، دانشگاه آزاد اسلامی، قاین، ایران

²استادیار دانشگاه علوم پزشکی، بیرجند، ایران

³استادیار واحد قاین، دانشگاه آزاد اسلامی، قاین، ایران

چکیده

هدف پژوهش حاضر، بررسی تأثیر یادگیری «مغزـ محور» ( Brain-Based  Learning)  بر نگرش و پیشرفت تحصیلی درس ریاضی دانش‌آموزان پنجم ابتدایی است. در این پژوهش از روش نیمه آزمایشی و طرح گروه کنترل نابرابر استفاده شده است. آزمودنی‌ها تعداد 52 دانش‌آموز پسر کلاس پنجم شهر بیرجند که به انتخاب پژوهش گر در دو گروه آزمایش وکنترل جای داده، سپس به آموزگار کلاس آزمایش طی 5 جلسه آموزش‌های لازم داده شد. همچنین به اولیا و سایر عوامل مدرسه طی 3 جلسه آموزش مرتبط با یادگیری مغز محور داده شد. محیط یادگیری نیز براساس مؤلّفه‌های تأثیر گذار (رنگ کلاس، تغذیه، آب، رایحه طبیعی و موسیقی) تغییراتی اعمال شد. سپس معلم گروه آزمایش آموزش‌های ریاضی خود را براساس اصول یادگیری مغز محور در مدت سه ماه آموزش داد. برای هر دوگروه (آزمایش وکنترل) پیش آزمون و پس آزمون نگرش براساس مقیاس لیکرت و پیشرفت تحصیلی را براساس جدول دو بعدی هدف/ محتوا و سؤالات تیمز تدوین و اجرا شد. یافته‌ها حاکی از آن بود که یادگیری مغز محور بر نگرش و پیشرفت تحصیلی ریاضی دانش‌آموزان تأثیر قابل توجه و معناداری داشته است.

کلیدواژه‌ها

پیشرفت تحصیلی ریاضی؛ نگرش؛ یادگیری مغز ـ محور

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