اثربخشی روش تدریس مبتنی بر شبیه سازی درس فیزیک بر یادگیری خودراهبر دانش آموزان متوسطه دوم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد برنامه ریزی درسی، گروه علوم تربیتی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران

2 گروه علوم تربیتی، واحد اردستان، دانشگاه آزاد اسلامی، اردستان، ایران.

چکیده

هدف پژوهش حاضر بررسی اثربخشی تدریس مبتنی بر شبیه‌سازی درس فیزیک بر یادگیری خودراهبر دانش‌آموزان متوسطه دوم بود. این پژوهش روی دانش آموزان پایه دوازدهم رشتة علوم تجربی شهر اصفهان بالغ بر 7358 نفر در سال تحصیلی 98-1397به روش نیمه‌ تجربی و با طرح پیش آزمون - پس آزمون با گروه گواه انجام شد. از این رو 54 نفر از دانش‎آموزان دبیرستان ماندگار سعدی به روش نمونه گیری در دسترس در دو کلاس 27 نفره به صورت تصادفی ساده به عنوان گروه آزمایش و گواه تقسیم بندی شدند. گروه آزمایش نمونة شبیه سازهای درس فیزیک (مباحث فیزیک اتمی و هسته ای) را از پایگاه اینترنتی دانشگاه کلرادو بولدر که در مباحث به کار رفته همخوانی داشته و اکثر مفاهیم پایه ای را در خود دارد را در آزمایشگاه رایانة دبیرستان و گروه کنترل با روش تدریس سنتی (سخنرانی) در 16 جلسة 90 دقیقه‎ای، به مدت 8 هفته دریافت کردند. جهت سنجش یادگیری خودراهبر بر اساس دیدگاه گاریسون (Garrison,1997) در سه خرده مقیاسِ خودمدیریتی، خود رغبتی و خودنظارتی، از آزمون یادگیری خودراهبر فیشر و همکاران (Fisher & et al., 2001) که پایایی آن با استفاده از ضریب آلفای کرانباخ 84/0 بدست آمد، استفاده شد. داده‎های پژوهش با استفاده از نرم افزارSPSS 25  در دو سطح آمار توصیفی (میانگین و انحراف معیار) و استنباطی (تحلیل کواریانس) تحلیل شدند. نتایج پژوهش نشان داد، روش تدریس مبتنی بر شبیه‌سازی توانسته یادگیری خودراهبر را در فراگیران رُشد داده و تفاوت مشاهده شده در هر سه خرده مقیاس خودمدیریتی، خودرغبتی و خودنظارتی معنادار بود.

کلیدواژه‌ها

عنوان مقاله [English]

The effectiveness of simulation-based physics education on self-directed learning for high school students

نویسندگان [English]

  • Mohammad javad Khoshtale 1
  • farzaneh vasefian 2
1 Master of Curriculum Planning, Department of Educational Sciences, Meymeh Branch, Islamic Azad University, Meymeh, Iran
2 Department of Educational Sciences, Ardestan Branch, Islamic Azad University, Ardestan, Iran.
چکیده [English]

The aim of this study was to investigate the effectiveness of simulation-based teaching in physics on self-directed learning of secondary school students.This study was performed on12th grade students of Isfahan Experimental Sciences with7358 students by quasi-experimental method and with pre-test-post-test design with control group in the academic  year2018-2019. Therefore,54students of Mandegar Saadi High School were randomly divided into experimental and control groups by available sampling method in two classes of 2 7students The experimental group received physics simulators (atomicand nuclear physics subjects) from the University of Colorado Boulder Web site that matched the topics used and contained most of the basic concepts in the high school computer lab and control group with traditional teaching method (lecture) 1 6 sessions of 90 minutes, they received for  8 weeks. Self-centered learning  was measured by self-directed learning  test by Fisher  et al. (2001) based on Garrison (1997) in three subscales of self-management, Self-motivation and self-monitoring Which is Cronbach's alpha coefficient of 0.84. Research data were analyzed using SPSS 25 software at two levels of descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance). The results showed that the teaching method based on simulation has the ability of self-centered learning in students and there is self-management, Self-motivation and self-monitoring in all three subscales.
 

کلیدواژه‌ها [English]

  • simulation-based teaching
  • physics
  • self-direction

مراجع

  1. Ampountolas, A.; Shaw, G. & James, S. (2019). Active Learning to Improve Self-Confidence and Decision-Making Skills Through the Use of Hotel Simulation. Journal of Hospitality & Tourism Education, 3:31. pp127-138.
  2. Aman-zadeh, A. & Al-Noman, M. (2015). Studying the influence of training based on web and computer and mobile learning on students' critical thinking skills and creative thinking in students of Mazandaran province universities. Research in School and Virtual Learning, 3:9. pp 57-68. (In Persian)
  3. Behrangi, M. & Nasiri, R. (2016). The Effect of Teaching Science Using Education Management Model on Students' Self-Directed Learning 3th Grade Secondary Schools. Journal of New Approaches in Educational Administration, 7:4.pp109-130.(In Persian)
  4. Bolhuis, S. (2003). Towards process-oriented teaching for selfdirected lifelong learning. A multidimensional perspective. Learning and Instruction,13. pp 327 –347.
  5. Chernikova, O., Heitzmann, N., Stadler, M., Holzberger,D., Seidel ,T., Fischer F. (2020). Simulation-Based Learning in Higher Education:A Meta-Analysis. Review of Educational Research,90:4. pp499-541.
  6. Curran, V.; Gustafson, D.L.; Simmons, K.; Lannon, H.; Wang, C. & Garmsiri, M. (2019). Adult learners’ perceptions of self directed learning and digital technology usage in continuing professional education. An update for the digital age, Journal of Adult and Continuing Education, 0. 1-20. DOI: 10.1177.1477971419827318.
  7. Ceberio, M.; Alumdi, J.M. & Franco, A. (2016). Design and Application of Interactive Simulations in Problem-Solving in University-Level Physics Education. Journal Science Education Technology, 27, pp 590–609.
  8. Caffarella, R. S. (1993). Self-directed learning. New Directions for Adult and Continuing Education, 57.pp 25–35.
  9. Estakhrian, A.R.(2019). Role of Information Technology in Improving the Process of Learner Relationship Management in Modern Educational Media. Journal of New Approaches in Educational,10:39. pp 265-284 .(In Persian)
  10. Fulton, R. & Fulton, D. (2020). A Simulation, Persistence, Engagement and Feedback Impact Performance in a Computer Networking Course. Developments in Business Simulation and Experiential Learning,47.pp 77-89.
  11. Falloon, G. (2019). Using simulations to teach young students science concepts. An Experiential Learning theoretical analysis. Computers & Education,135:1. pp138-159.
  12. Farrokh, B. & Shahtalebi, B. (2018). The Study of the Relationship between Self Directed Learning Self Efficacy and Information Litracy on the Knowledge. Research in Curriculum Planning,15:56. pp148-161. (In Persian)
  13. Fisher, M.; King, J. & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21. pp516–527.
  14. Ghanaatpishe, M. & Salehi, (2018). Compare social and self-learning skills between traditional and smart schools in high school students. Journal of Approaches in Educational Administration,1:33. pp73-88. (In Persian)
  15. Ghomi, M.; Moslemi, Z. & Mohammadi, D. (2017). The Relationship between Self- Directed Learning with Academic Adjustment and Academic Performances in Students in Qom University of Medical Sciences. Quarterly education development Jundishapur,8:3. pp260-274. (In Persian)
  16. Garrison, D.R. (1997). Self-Directed Learning. Toward a Comprehensive Model. Adult Education Quarterly,48:1. pp188-33.
  17. Hadadnia, S., Mahammadi, M., Marzughi, ,Totkzade,J.,Salimi,G.(2020).Assessing the achievement of lifelong education components in the Implemented curriculum from the viewpoint of graduate students of Shiraz university. Journal of New Approaches in Educational, 11:41. pp 325-344. (In Persian)
  18. Khoshtale, M.J. & Vasefian, F. (2020). The Effectiveness of Simulation-Based Teaching in Physics on Secondary School Students' Creativity in Isfahan in the Academic Year 2018-2019. Instruction and Evaluation,12:47. pp185-204. (In Persian)
  19. Keyvani, M. & Jafari, A. (2015). The Effect of Metacognitive Skills Training on Improving Creativity and Academic Performance of High School Students. Instruction and Evaluation, 30.

pp99-116. (In Persian)

  1. Khazaei, K. & Ashurnezhad, K. (2012). Relationship between ICT Skills with Self-Directed Components in Students’ Learning Process. Quarterly journal of Information and Communication Technology in Educational Sciences,3:1.pp 45-61. (In Persian)
  2. Khan, S. (2011). New Pedagogies on Teaching Science with Computer Simulations. Journal Science Education Technology, 20.pp215 –232.
  3. Konetes, G. D. (2010). The function of intrinsic and extrinsic motivation in educational virtual games and simulations. Journal of Emerging Technologies in Web Intelligence,2:1. pp 23-26.
  4. Leary,H., Walker, A., Lefler, M., & Kuo, Y.C. (2019). The Wiley Handbook of Problem‐Based Learning, Doi:10.1002/9781119173243.ch8.
  5. Levin-Banchik, L. (2017). Assessing Knowledge Retention, With and Without Journal of Political Science Education, 14:3.pp 341-359.
  6. Mousavi, S. & Sardari, B. (2019). The Effectiveness of Cooperative Learning Patterns on Self-Directed Learning (Self-Management, Desire for Learning and Self-Control) in Female Students. Instruction and Evaluation,12:46.

pp 65-84. (In Persian)

  1. Moghadam-Zadeh, A.; Aliakbari,
  2. & Mazari, E. (2018).  Study on the Relationship between Self-directed Learning and Organizational Learning in Educational Organizations. Organizational Culture Management,16:4. pp 827-850. (In Persian)
  3. Moradi, R. & Norozi, D. (2016). Comparing the effectiveness of instruction by means of educational computer games and the traditional method on critical thinking skills and creativity of gifted students. Journal of school psychology,2:15. pp183-192. (In Persian)

Namvari, E.; Jalilian, B.; Fonon, F. &

  1. Rezaee, S. (2018). The Experiences of Physics Education and Lab in Flipped Learning.Quarterly Journal of Education in Basic Sciences,4:12.

pp 13-20. (In Persian)

Norouzi, D.; Velayati, E. & Vahdani

  1. Asadi, M.R. (2017). Advanced Instructional Technology. Tehran: SAMT. (In Persian)
  2. Nadi, M.A. & Sajadian, I. (2006). Standardization of self -Directed Learning Reading scale on girl’s student of Isfahan high schools. Quarterly Journal of Education Innovations,5:4. pp111-134. (In Persian)
  3. Park, M. (2019). Effects of Simulation-based Formative Assessments on Students’ Conceptions in Physics. EURASIA Journal of Mathematics, Science and Technology Education,15:7.  Doi:10.29333/ejmste/103586.
  4. Pearce, D. (2019). A model for developing competent and self-directed tradespeople. International Journal of Training Research,17:1. pp50-64.
  5. Pilling-Cormick, J., & Garrison, D. (2013). Self-directed and self-regulated learning: Conceptual links. Canadian Journal of University Continuing Education, 33:2. pp 13–33.
  6. Roessger, K.M. & Parker, D.A. (2020). Self-directed learning and retrieval practice:building a bridge through functional contextualism. International Journal of Lifelong Education,

Doi: 10.1080/02601370.2020.1743375.

  1. Ranjbar, M. (2019). Investigating the effect of self-directed on personal knowledge management of school managers. Journal of New Approaches in Educational,10:39. pp309-328. (In Persian)
  2. Rashid,T. & Asghar,H.M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the Interrelations. Computers in Human Behavior, 63. pp604-612.
  3. Schweder, S. & Raufelder, D. (2019). Positive emotions, learning behavior and teacher support in selfdirected learning during adolescence: Do age and gender matter?. Journal of Adolescence,73. pp73–84.
  4. Sadeghi, M. & Khalili-Geshnigani, Z. (2016). The Role of Self-directed Learning on Predicting Academic Buoyancy in Students of Lorestan University of Medical Sciences. RessearchinMedical Education,8:2. pp 9-17. (In Persian)
  5. Song, D. & Bonk, C. (2016). Motivational factors in self-directed informal learning from online learning resources. Cogent Education. Doi:10.1080/2331186x.2016.1205838
  6. Stephens, L. & Clement, J.J. (2015). Use of physics simulations in whole class and small group settings Comparative case studies.Computers&Education,86. pp137-156.
  7. Saks, K. & Leijen, A. (2014). Distinguishing Self-Directed and Self-Regulated Learning and Measuring them in the E-learning Context.Social and Behavioral Sciences,112. pp190 – 198.
  8. Toit-Brits, C. (2020). Unleashing the Power of Self-Directed Learning: Criteria for Structuring Self-Directed Learning within the Learning Environments of Higher Education Institutions. Journal Africa Education Review,17:2. pp 20-32.
  9. Van Deur, P. (2020). Middle school teachers’ views on developing self-directed learning. Education Studies, Doi:10.1080/03055698.2020.1729093
  10. Van Woezik, T.; Reuzel, R. & Koksma, J. (2019). Exploring Open Space: A self-directed learning approach for higher education. Cogent Education,6. Doi:1080.2331186X.2019.1615766.
  11. Veermans, K.; de -Jong, T. &Van Joolingen,W.(2000).Promoting Self-Directed Learning in Simulation-Based Discovery Learning Environments Through Intelligent Support. Journal Interactive Learning Environments,8:3. pp 229-255.
  12. Wood, B.K. & Blevins, B.K. (2019). Substituting the practical teaching of physics with simulations for the assessment of practical skills. An experimental study.

 Doi:10.1088.1361-6552.ab0192, (Accessed 2 August 2019).

  1. Zhu, M., Bonk,C.& Young Doo, M. (2020). Self-Directed learning in MOOCs: exploring the relationships among motivation,self-monitoring, and self-management. Association for Educational Communications and Technology.

 Doi:10.1007/s11423-020-09747-8.

  1. Zandi, B. & Masoomifard, M. (2018). Life-Long Learning Priorities in the Form of the Current Era Literacies from the Perspective of Faculty Members and Students. Quarterly Journal of Research in School and Virtual Learning,6:3. pp65-80. (In Persian)
  2. Zare, H. & Nahravanian, P. (2017). The Effect of Training on Problem-Solving Style and Self-Directed Learning. Advances in Cognitive Sceince, 19:2. pp85-96. (In Persian)
دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی
دوره 12، شماره 2 - شماره پیاپی 48
خرداد و تیر 1400
صفحه 108-120

فایل ها

سابقه مقاله

  • تاریخ دریافت: 06 اسفند 1398
  • تاریخ بازنگری: 14 مرداد 1399
  • تاریخ پذیرش: 13 مرداد 1400

هم رسانی

ارجاع به این مقاله

آمار