طراحی و اعتباریابی الگوی یادگیری‌معکوس برای دانش‌آموزان مقطع ابتدایی

نشریه علمی آموزش و ارزشیابی (فصلنامه)

دوره 15، شماره 59، آذر 1401، صفحه 63-91   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jinev.2023.1965966.2763

نویسندگان

آذر خزائی^{* 1}؛ محمدرضا نیلی²؛ اسمعیل زارعی زوارکی²؛ علی دلاور³

¹دانشجوی دکتری تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران

²دانشیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران

³استاد ممتاز گروه سنجش و اندازه گیری، دانشگاه علامه طباطبائی، تهران، ایران

چکیده

هدف پژوهش طراحی و اعتباریابی الگوی یادگیری معکوس جهت افزایش فراشناخت و حل‌ مسئله دانش‌‌‌‌‌‌‌‌‌‌‌‌‌آموزان مقطع ابتدایی و اعتباریابی درونی آن بود. روش پژوهش آمیخته، از نوع طرح اکتشافی متوالی بود. در بخش کیفی برای به دست آوردن الگوی آموزشی، از تحلیل محتوای استقرایی و در بخش کمی برای اعتباریابی درونی ازنظر متخصصان به روش پیمایشی پرسشنامه‌ای استفاده شد. جمع‌آوری داده‌ها در بخش کیفی با تحلیل محتوا از اسناد و در بخش کمی با استفاده از پرسشنامه محقق ساخته 9 سؤالی لیکرتی انجام گرفت. پایایی پرسشنامه با استفاده از روش آلفای کرونباخ 91/. محاسبه شد و روایی محتوایی پرسشنامه با محاسبه دو شاخص نسبت روایی محتوا (CVR) و شاخص روایی محتوا (CVI) مورد تأیید قرار گرفت. جامعه آماری در بخش کیفی اسناد و منابع مکتوب و الکترونیکی از سال 2000 تا 2020 و در بخش کمی متخصصین در حوزه تکنولوژی آموزشی، روانشناسی تربیتی و مدیریت آموزشی بودند. نمونه آماری جهت تعیین مؤلفه‌های الگو تعداد 13 کتاب و 88 مقاله و 4 پایان‌نامه بودند که به‌صورت هدفمند انتخاب و مورد تحلیل قرار گرفتند. جهت اعتباریابی الگو، تعداد 20 نفر از متخصصان انتخاب شدند. طبق تحلیل محتوای چهار مؤلفه اصلی و بیست‌ویک زیر‌مؤلفه و هفتاد کد به دست آمد پس از تحلیل محتوا و استخراج کدها، مؤلفه‌ها و زیر‌مؤلفه‌ها در قالب الگو مفهومی و روندی ارائه شدند. نتایج حاصله از اعتباریابی درونی الگو بر اساس نظر متخصصان نشان داده است که الگوی آموزشی ارائه‌شده از اعتبار درونی برخوردار است و اثربخشی لازم را جهت آموزش به دانش‌آموزان مقطع ابتدایی را دارد.

کلیدواژه‌ها

الگوی آموزشی؛ یادگیری معکوس؛ فراشناخت؛ حل مسئله؛ دانش‌آموزان

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