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بررسی اثربخشی یادگیری مبتنی بر حل مسئله بر عملکرد تحصیلی، باورهای انگیزشی و راهبردهای یادگیری خودگردان در دانش آموزان دبیرستان های دخترانه تیزهوشان | ||
آموزش پژوهی | ||
مقاله 7، دوره 1، شماره 1، خرداد 1394، صفحه 86-98 اصل مقاله (709.47 K) | ||
نوع مقاله: مقاله پژوهشی | ||
نویسندگان | ||
سمیرا فیروزبخت* 1؛ محبوبه فولادچنگ2؛ فاطمه سادات طباطبایی3 | ||
1دانشجو/ دانشگاه شیراز | ||
2استاد/دانشگاه شیراز | ||
3دبیر/ آموزش و پرورش | ||
تاریخ دریافت: 20 تیر 1394، تاریخ بازنگری: 12 مهر 1394، تاریخ پذیرش: 13 شهریور 1394 | ||
چکیده | ||
هدف از پژوهش حاضر بررسی تأثیر روش یادگیری مبتنی بر حل مسئله به عنوان یک روش آموزشی دانش آموز محور، بر عملکرد تحصیلی دانش آموزان دختر مدارس تیزهوشان در درس شیمی است. این پژوهش از نوع نیمه آزمایشی بود. برای بررسی تأثیر روش PBL بر عملکرد تحصیلی از طرح پیش آزمون و پس آزمون با گروه کنترل نامعادل استفاده شد. برای بررسی تأثیر روش PBL بر باورهای انگیزشی و راهبردهای یادگیری خودگردان، طرح پس آزمون با گروه کنترل مورد استفاده قرار گرفت. ابزارهای مورد استفاده در این پژوهش، دو فرم همتای آزمون معلم ساخته درس شیمی سال دوم دبیرستان و پرسشنامه راهبردهای انگیزشی برای یادگیری (پینتریچ و دیگروت،1990) بود. نتایج تحلیل کواریانس یک متغیری نشان داد که بین دو گروه کنترل و آزمایشی از لحاظ عملکرد تحصیلی تفاوت معناداری وجود ندارد. نتایج تحلیل واریانس چندمتغیری نشان داد که روش مبتنی بر حل مسئله موجب کاهش اضطراب امتحان و افزایش ارزش گذاری درونی می شود. نتایج در مفاله به تفصیل مورد بحث قرار گرفته است. | ||
کلیدواژهها | ||
یادگیری مبتنی بر حل مسئله؛ باورهای انگیزشی؛ راهبردهای یادگیری خودگردان؛ دختران تیزهوش | ||
عنوان مقاله [English] | ||
The study of the effectiveness of problem-based learning on academic performance, motivational beliefs and self-regulated learning strategies in gifted high school girls. | ||
چکیده [English] | ||
The objective of this study was to examine the effectiveness of problem based learning which is one of the student-centered teaching methods on enhancing academic performance and motivation of high school talented students. It was a quasi-experimental design. Nonequivalent pretest-posttest control-group design was used in order to check the role of PBL on academic performance and to investigate the effect of PBL on motivational beliefs and self-regulated learning strategies, nonequivalent posttest-only design was used. The instruments were two equivalent forms of second grade high school chemistry lessons and motivational beliefs and self-regulated learning strategies questionnaire (Pintrich and De Groot, 1990). The results of analysis of covariance (ANCOVA) showed that there were not any significant differences in academic performance between control group and experimental group. Furthermore, the results of multivariate analysis of variance (MANOVA) showed that PBL could decrease test anxiety and could increase intrinsic value. ،The results were discussed in the paper. | ||
کلیدواژهها [English] | ||
problem-based learning, motivational beliefs, self-regulated learning strategies, talented girls | ||
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