اثربخشی رویکرد یادگیری وارونه فردی- مشارکتی و شکل ارزشیابی آن بر بازده‏‌های سطح بالای شناختی در درس علوم تجربی

نوع مقاله : مقاله پژوهشی

نویسندگان

استادیار گروه آموزشی علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران.

10.22099/jsli.2023.7182

چکیده

پژوهش حاضر با هدف میزان اثربخشی رویکرد یادگیری وارونه­ مشارکتی، یادگیری وارونه­ فردی، یادگیری وارونه­ ارزشیابی از یادگیری و یادگیری وارونه­ یادگیری از ارزشیابی بر بازده­های سطح بالای شناختی دانش ­آموزان در درس علوم تجربی پایه هفتم انجام شد. این پژوهش از نوع شبه‌آزمایشی با طرح پیش‌آزمون ـ پس‌آزمون و گروه­ کنترل بود. جامعه­ آماری شامل کلیه­ دانش­ آموزان دختر پایه هفتم شهر همدان بود که از بین آن‌ها پنج کلاس (شامل 135 نفر) به روش نمونه­ گیری در دسترس انتخاب شدند و  به‌صورت تصادفی به چهار گروه­ آزمایش و یک گروه کنترل تخصیص یافتند. ابزار گردآوری داده‌ها آزمون پیشرفت تحصیلی معلم‌ساخته بود که روایی محتوایی آن ازنظر سه معلم باتجربه احراز و پایایی آن نیز به روش کودر ـ ریچاردسون 20 تایید گردید. داده­ ها با استفاده از روش تحلیل کواریانس با کمک نرم ­افزار SPSS تحلیل گردید. یافته­ ها نشان دادند میزان یادگیری گروه یادگیری از ارزشیابی در مقایسه با گروه‌های دیگر بالاتر است، اما در بین سایر گروه­ های دیگر (گروه یادگیری وارونه فردی، یادگیری وارونه مشارکتی، یادگیری وارونه­ ارزشیابی از یادگیری و گروه کنترل) در دستیابی به سطوح بالای شناختی در درس علوم پایه­ هفتم تفاوت معنی‌داری مشاهده نشد. در نتیجه می­توان گفت ادغام راهبرد یادگیری از ارزشیابی در روش یادگیری وارونه، اثربخشی این رویکرد را برای دستیابی به سطوح بالای یادگیری افزایش می­ دهد.

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