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| تعداد شماره‌ها | 482 |
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تأثیر مدل‌های یادگیری مشارکتی و همیار (TPS) و یادگیری مبتنی بر حل مسئله (PBL) بر توانایی تحلیل مباحث زیست‌شناسی: یک مطالعه مقطعی - تحلیلی | ||
| پژوهش در آموزش زیست شناسی | ||
| دوره 4، شماره 1 - شماره پیاپی 10، شهریور 1401، صفحه 23-34 اصل مقاله (382.21 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسنده | ||
| فیروزه علویان* | ||
| 1. دانشیار گروه زیست شناسی، دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| تفکر تحلیلی، شایستگی موردنیاز دانش آموزان برای رقابت و دستیابی به موفقیت در عرصه حرفه‌ای قرن حاضر است. با توجه به اینکه بسیاری از دانش آموزان دارای مهارت تفکر پایینی هستند، پژوهش حاضر با هدف بررسی بهینه‌ترین مدل یادگیری برای توانمندسازی تفکر تحلیلی دانش آموزان انجام شد. در این پژوهش مقطعی - تحلیلی، تفاوت دستیابی به تفکر تحلیلی بین دانش‌آموزانی که در یادگیری یادگیری مشارکتی و همیار (TPS ) و مهارت‌های یادگیری مبتنی بر حل مسئله (PBL )شرکت کردند، بررسی شد. این مطالعه از اواسط فروردین تا اواخر اردیبهشت 1401 بر روی دانش‌آموزان دختر دو کلاس پایه یازدهم رشته زیست‌شناسی یکی از دبیرستان‌های شهر اصفهان و با انجام آزمون کتبی و مصاحبه انجام شد. داده‌های حاصل از مطالعه با استفاده از آزمون آنوا دوسویه، در سطح معنی‌داری P < 0.05 و به کمک نرم‌افزار Graph pad prism و آزمون Bonferroni post tests تجزیه‌وتحلیل شد. یافته‌های پژوهش حاضر نشان می‌دهد که TPS قادر به تقویت تفکر تحلیلی به‌طور قابل‌توجهی بالاتر از PBL است؛ بنابراین، اجرای TPS در یادگیری زیست‌شناسی به‌عنوان استراتژی جایگزین برای بهبود توانایی تفکر تحلیلی دانش آموزان دبیرستانی توصیه می‌شود. | ||
| کلیدواژه‌ها | ||
| یادگیری؛ تفکر تحلیلی؛ زیست‌شناسی؛ PBL؛ TPS | ||
| عنوان مقاله [English] | ||
| The effect of Think-Pair-Share (TPS) and Problem-Based Learning (PBL) models on the ability to analyze biological topics: a cross-sectional study | ||
| نویسندگان [English] | ||
| firoozeh alavian | ||
| Associate Professor, Department of Basic Sciences, Farhangian University | ||
| چکیده [English] | ||
| Analytical thinking is the competence needed by students to compete and achieve success in the professional field of this century. Because many students have low thinking skills, the present research was conducted to investigate the optimal learning model for empowering students' analytical thinking. This cross-sectional-analytical research investigated the difference in achieving analytical thinking between students who participated in TPS and PBL learning. This study was conducted by conducting a written exam and interview from the middle of April to the end of May 2022 with the 11th-grade female Biology students in one of the high schools in Isfahan. The data obtained from the study were analyzed using the two-way ANOVA test at a significance level of P< 0.05 and with the help of Graph pad prism software and Bonferroni post-tests. The present study's findings show that TPS can strengthen analytical thinking significantly higher than PBL. Therefore, the implementation of TPS in learning biology is recommended as an alternative strategy to improve the analytical thinking ability of high school students. | ||
| کلیدواژه‌ها [English] | ||
| Learning, analytical thinking, biology, PBL, TPS | ||
| مراجع | ||
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