مقایسه تأثیر دو روش حل مسأله فردی و همیارانه بر انگیزه‌ی پیشرفت و مهارت‌های اجتماعی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد آموزش و پرورش ابتدایی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران

2 استادیار، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران

3 استاد، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران

10.22099/jsli.2025.8125

چکیده

هدف این پژوهش، مقایسة تأثیر دو روش آموزش مهارت حل مسئله  به شیوة فردی و همیارانه بر انگیزه‌ پیشرفت و مهارت‌های اجتماعی دانش‌آموزان پایه­ پنجم ابتدایی در درس علوم تجربی بود. روش پژوهش با رویکرد کمّی از نوع شبه‌آزمایشی با طرح پیش‌آزمون ـ پس‌آزمون با گروه کنترل بود. از میان جامعه آماری پژوهش، با استفاده از روش نمونه‌گیری در دسترس، سه کلاس (هر کدام شامل 25 نفر) انتخاب شدند و به‌صورت تصادفی به دو گروه آزمایش و یک گروه کنترل گمارده شدند. گروه‌های آزمایش تحت آموزش‌ با روش حل مسئله  همیارانه و فردی قرار گرفتند، درحالی‌که گروه کنترل هیچ مداخله‌ای دریافت نکرد. برای جمع‌آوری داده‌های پژوهش از پرسش‌نامه‌های انگیزش پیشرفت و مهارت‌های اجتماعی استفاده شد. آموزش علوم تجربی با روش حل مسئله فردی و همیارانه در 9 جلسه 50 دقیقه‌ای برای دو گروه آزمایش ارائه شد. نتایج تحلیل داده‌ها با استفاده از آزمون تحلیل کواریانس نشان داد که هر دو روش آموزش حل مسئله (فردی و همیارانه) در مقایسه با گروه کنترل، تأثیر معنی‌داری بر افزایش انگیزه پیشرفت و مهارت‌های اجتماعی داشتند. همچنین، نتایج پژوهش بیانگر این بود که روش حل مسئله همیارانه، شیوة مؤثرتر و بهتری نسبت به روش حل مسئله فردی است. با توجه به نتایج به‌دست‌آمده به معلمان پیشنهاد می‌شود که در تدریس علوم تجربی برای تقویت مهارت‌های اجتماعی و انگیزه‌ پیشرفت در دانش‌آموزان از روش حل مسئله  همیارانه استفاده کنند.

کلیدواژه‌ها

موضوعات


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