تاثیر شبیه‌سازی تعاملی بر یادگیری درس ریاضی و خلاقیت ‌دانش‌آموزان پایه چهارم استان البرز

فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی

دوره 13، شماره 2 - شماره پیاپی 50، دی 1401، صفحه 41-63   

نوع مقاله: مقاله پژوهشی

نویسندگان

پریچهر علی‌پور اهر¹؛ سوسن بالغی‌زاده^{* 2}؛ شایسته هاشمی علیا³

¹گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد تهران مرکزی، شهر تهران، ایران

²گروه علوم تربیتی ، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد تهران مرکزی، شهر تهران ، ایران

³گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد تهران مرکزی،شهر تهران، ایران

چکیده

پژوهش حاضر باهدف بررسی تاثیر شبیه‌سازی تعاملی بر یادگیری درس ریاضی و خلاقیت دانش‌آموزان پایه چهارم ابتدایی استان البرز در درس ریاضی انجام گرفت. این پژوهش از نظرهدف، کاربردی و ازنظرروش اجرا، ازنوع شبه‌آزمایشی (شبه تجربی) با طرح پیش‌آزمون، پس‌آزمون باگروه کنترل بود. جامعه آماری شامل 18249 دانش‌آموزدخترو18449 دانش‌آموز پسرپایه چهارم ابتدایی استان البرز درسال تحصیلی 1400-1399 بودند که به صورت تصادفی ساده در دوگروه30 نفره از دختران و پسران در دو گروه کنترل و آزمایش قرارگرفتند. گروه آزمایش با استفاده از شبیه‌سازی تعاملی فت و گروه کنترل با برنامه شاد و واتساپ آموزش داده شدند. در این پژوهش برای سنجش یادگیری درس ریاضی، آزمون محقق‌ساخته و برای سنجش خلاقیت، از پرسشنامه‌ای با عنوان "پرسشنامه خلاقیت کودکان" استفاده شد. پایایی آزمون ریاضی با روش کودرریچاردسون ومقدار 0.716 و پایایی پرسشنامه خلاقیت با روش آلفای کرونباخ با مقدار 0.826 به‌دست آمد. برای تحلیل آماری روش تحلیل کواریانس دوراهه استفاده شد. نتایج نشان داد آموزش با شبیه‌سازی تعاملی بر میزان یادگیری درس ریاضی و خلاقیت دانش‌آموزان پایه چهارم ابتدایی، نسبت به آموزش با برنامه شاد و واتساپ تاثیر معنی‌داری داشته است. همچنین میانگین نمرات یادگیری درس ریاضی و همین‌طور خلاقیت در مرحله پس‌آزمون در بین دانش‌آموزان پسر بیشتر از دانش‌آموزان دختر است.

کلیدواژه‌ها

شبیه‌سازی تعاملی؛ یادگیری ریاضی؛ خلاقیت

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