
تعداد نشریات | 25 |
تعداد شمارهها | 471 |
تعداد مقالات | 3,640 |
تعداد مشاهده مقاله | 5,290,147 |
تعداد دریافت فایل اصل مقاله | 2,464,323 |
یادگیری معکوس، راهبردی نوین در توسعه توانایی استدلال و تجزیه و تحلیل دانشآموزان در نوشتن مقالههای کوتاه | ||
مطالعات آموزشی و آموزشگاهی | ||
دوره 14، شماره 1 - شماره پیاپی 42، خرداد 1404، صفحه 205-216 اصل مقاله (440.92 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.48310/pma.2025.14488.4234 | ||
نویسندگان | ||
رحیم مرادی* 1؛ مهدیه آراسته صالح کوهی2 | ||
1عضو هیأت علمی و استادیار گروه علوم تربیتی (تکنولوژی آموزشی)، دانشکده علوم انسانی، دانشگاه اراک | ||
2کارشناس ارشد تکنولوژی آموزشی دانشکده تعلیم و تربیت اسلامی دانشگاه آزاد اسلامی واحد علوم تحقیقات، تهران، ایران | ||
چکیده | ||
هدف تحقیق حاضر بررسی تاثیر یادگیری معکوس بر قدرت استدلال و تجزیه و تحلیل دانش آموزان در نوشتن مقاله های کوتاه می باشد. نوع پژوهش حاضر بر اساس اهداف، از نوع کاربردی و از نظر نحوه اجرا از نوع شبه آزمایشی با طرح پیش آزمون و پس آزمون با گروه گواه بوده است. جامعه آماری پژوهش را کلیه دانشآموزان پایه دهم دوره دوم متوسطه شهر تهران در سال تحصیلی 402-1401 تشکیل دادند که از میان آنها با روش نمونهگیری در دسترس، 80 نفر انتخاب و بهطور تصادفی در ﮔﺮوه آزمایش (20 نفر) و گروه کنترل (20 نفر) جایگزین شدند. ابزار گردآوری داده ها مقیاس استدلال تامسون (2005) بود. در ابتدای تحقیق، از شرکت کنندگان در تحقیق خواسته شد تا پرسشنامه استدلال تامسون را تکمیل و سپس گروه آزمایش به مدت 6 جلسهی 40 دقیقه ای با روش یادگیری معکوس آموزش دیدند. ولی گروه گواه هیچ آموزشی دریافت نکرد. پس از پایان جلسات در دو گروه آزمایش و گواه ، مجددا پس آزمون بر روی هر دو گروه اجرا شد. به منظور تجزیه و تحلیل دادهها از شاخصهای آماری توصیفی (میانگین و انحراف استاندارد) و آمار استنباطی (تحلیل کوواریانس) استفاده شد. یافتههای پژوهش نشان داد استفاده از راهبرد یادگیری معکوس بر قدرت استدلال و تجزیه و تحلیل دانش آموزان در نوشتن مقاله های کوتاه تاثیرگذاراست. | ||
کلیدواژهها | ||
یادگیری؛ یادگیری معکوس؛ قدرت استدلال؛ تجزیه و تحلیل؛ مقاله های کوتاه | ||
عنوان مقاله [English] | ||
Investigating the effect of flipped learning on students' reasoning and analysis power in writing short essays | ||
نویسندگان [English] | ||
Rahim Moradi1؛ Mahdieh, Arasteh Saleh Kohi2 | ||
1Faculty Member and Assistant Professor, Department of Educational Sciences (Educational Technology), Faculty of Humanities, Arak University | ||
2Master of Science in the Department of Educational Sciences, Faculty of Islamic Education, Islamic Azad University Science & Research Branch, Tehran, Iran | ||
چکیده [English] | ||
The purpose of this research is to investigate the effect of reverse learning on students' reasoning and analysis power in writing short essays. Based on the objectives, the present research was of an applied type, and in terms of its implementation, it was a quasi-experimental type with a pre-test and post-test design with a control group. The statistical population of the research was made up of all the tenth grade students of the second period of Tehran secondary school in the academic year of 1401-402, from among them, 80 people were randomly selected into the experimental group (20 people) and the control group. (20 people) were replaced. The data collection tool was Thomson's Reasoning Scale (2005). At the beginning of the research, the research participants were asked to complete the Thomson reasoning questionnaire and then the experimental group was trained for 6 sessions of 40 minutes with the reverse learning method. But the control group did not receive any training. After the end of the sessions in the experimental and control groups, the post-test was again performed on both groups. In order to analyze the data, descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance) were used. | ||
کلیدواژهها [English] | ||
learning, flipped learning, reasoning power, analysis, short articles | ||
مراجع | ||
Ahmadi, G., Saberi, M., & Ahmadi, F. (2020). The effect of group discussion teaching method on students’ reasoning ability in solving physics problems. Educational Technology, 14(4), 901–913. [In Persian]
Alamri, M. M. (2019). Students' academic achievement performance and satisfaction in a flipped classroom in Saudi Arabia. International Journal of Technology Enhanced Learning, 11(1), 103-119.
Albalawi, A. S. (2018). The Effect of Using Flipped Classroom in Teaching Calculus on Students' Achievements at University of Tabuk. International Journal of Research in Education and Science, 4(1), 198-207.
Alsancak Sirakaya, D., & Ozdemir, S. (2018). The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation and Retention. Malaysian Online Journal of Educational Technology, 6(1), 76-91.
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67, 793-824.
Covill, L., & Cook, J. (2019). Comparison of academic performance in traditional and flipped classrooms and students' attitudes of the flipped experience. Journal of Allied Health, 48(1), 1E-7E.
Jdaitawi, M. (2019). The effect of flipped classroom strategy on students learning outcomes. International Journal of Instruction, 12(3), 665-680.
Jenkins, M., Bokosmaty, R., Brown, M., Browne, C., Gao, Q., Hanson, J., & Kupatadze, K. (2017). Enhancing the design and analysis of flipped learning strategies. Teaching and Learning Inquiry, 5(1), 65-77.
Kaufman, J. H., & Schunn, C. D. (2011). Students' perceptions about peer assessment for writing: Their origin and impact on revision work. Instructional Science, 39(3), 387–406.
Mahapatra, S. K., Pattanayak, B. K., & Pati, B. (2022). A Hybrid Connected Approach of Technologies to Enhance Academic Performance. In Advances in Intelligent Computing and Communication: Proceedings of ICAC 2021 (pp. 281-289). Singapore: Springer Nature Singapore.
Ng, H. K. Y., & Lam, P. (2023). How the number of lessons flipped influence the overall learning effectiveness and the perceptions of flipped learning experiences?. Interactive Learning Environments, 31(3), 1242-1251.
Norouzi, O., Hatami, J., Latifi, S., & Fardanesh, H. (2019). The effect of reasoning training in online peer-feedback environments on learning processes and outcomes. Educational Sciences, 26(2), 71–88. [In Persian]
Nurtamam, M. E., Santosa, T. A., Ilwandri, I., & Rahman, A. (2023). Meta-analysis: The Effectiveness of Iot-Based Flipped Learning to Improve Students' Problem Solving Abilities. Edumaspul: Jurnal Pendidikan, 7(1), 1491-1501.
Öztürk, M., & Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(1), 2.
Papic, M. M., Mulligan, J. T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers' mathematical patterning. Journal for Research in Mathematics Education, 42(3), 237-268
Park, S., & Kim, N. H. (2022). University students’ self-regulation, engagement and performance in flipped learning. European Journal of Training and Development, 46(1/2), 22-40.
Polat, H., & Karabatak, S. (2022). Effect of flipped classroom model on academic achievement, academic satisfaction and general belongingness. Learning Environments Research, 25(1), 159-182.
Purba, E. R., Siregar, N., & Lubis, R. D. (2023). Implementation of LKPD-Assisted Problem-Based Learning Models as an Effort to Improve Students' Mathematical Reasoning Ability at Percut Sei Tuan State Junior High School. PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA, 16(1), 40-45.
Qader, R. O., & Yalcin Arslan, F. (2019). The effect of flipped classroom instruction in writing: a case study with Iraqi EFL learners. Teaching English with Technology, 19(1), 36-55.
Ramage, J. D., Bean, J. C., & Johnson, J. (2018). Writing arguments: A rhetoric with readings. New York: Pearson Longman.
Ratnadi, Y., Ishartono, N., Nurcahyo, A., Halili, S. H. B., & Razak, R. B. A. (2023, June). Improving secondary school student’s mathematics critical thinking in studying exponential and logarithm function through GeoGebra-Based flipped learning: An experimental study. In AIP Conference Proceedings (Vol. 2727, No. 1). AIP Publishing.
Sahibyar, H., Golmohammadnezhad, Gh., & Barghi, E. (2019). The effectiveness of flipped learning on reflective thinking of high school students in mathematics. Innovation and Creativity in Humanities, 8(4), 33–62. [In Persian]
Siahaan, T. M., Pane, E. P., Sidabutar, R., & Sauduran, G. N. (2023). Development of Integral Calculus Teaching Materials to Improve Mathematical Reasoning Ability of Mathematics Education Students at HKBP Nommensen Pematangsiantar University. Edunesia: Jurnal Ilmiah Pendidikan, 4(1), 133-145.
Soleimani, Sh., Aliabadi, Kh., Zarei Zavarki, E., & Dalaver, A. (2022). The effect of problem-based teaching through flipped learning on the problem-solving styles of medical students. Iranian Journal of Medical Education, 22, 247–255. [In Persian]
Sookoo-Singh, N., & Boisselle, L. N. (2018). How Does The “Flipped Classroom Model” Impact On Student Motivation And Academic Achievement In A Chemistry Classroom?. Science Education International, 29(4).
Su, X., Ning, H., Zhang, F., Liu, L., Zhang, X., & Xu, H. (2023). Application of flipped classroom based on CDIO concept combined with mini-CEX evaluation model in the clinical teaching of orthopedic nursing. BMC Medical Education, 23(1), 219.
Sugiarta, I. M. (2023). The Effect of Reflective-Impulsive Conceptual Thinking Style Models and Learning Models on Learning Outcomes of Complex Analysis by Controlling Students' Initial Knowledge. Journal of Education Technology, 7(2), 203-210.
Sukerti, G. N. A., Rudiastari, E., & Susana, K. Y. (2020). The effectiveness of flipped learning in teaching writing. Soshum: Jurnal Sosial dan Humaniora, 10(1), 78-92.
Taharzadeh Ghahfarkhi, S., Sayemiri, E., Shahmoradian, T., & Heydarifard, R. (2022). Investigating the effectiveness of philosophy education on the development of reasoning and creativity in students (Case study: Female middle school students in Ilam). Thinking and Children, 13(1), 203–237. [In Persian]
Thomson, A. (2005). Critical reasoning in ethics: A practical introduction. Psychology Press.
Wingate, U. (2012). ‘Argument!’ helping students understand what essay writing is about. Journal of English for Academic Purposes, 11, 145–154
Xiu, Y., & Thompson, P. (2020). Flipped University Class: A Study of Motivation and Learning. Journal of Information Technology Education. Research, 19, 41.
Zahedi, S., & Fakhri, Z. (2015). Factor structure analysis of the "Learning and Study Strategies Inventory" among university students. Research in Teaching and Learning, 12(1), 67–82. [In Persian]
Zhu, Z., Xu, Z., & Liu, J. (2023). Flipped classroom supported by music combined with deep learning applied in physical education. Applied Soft Computing, 137, 110039. | ||
آمار تعداد مشاهده مقاله: 45 تعداد دریافت فایل اصل مقاله: 19 |