پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 533 |
| تعداد مقالات | 4,160 |
| تعداد مشاهده مقاله | 6,477,780 |
| تعداد دریافت فایل اصل مقاله | 3,207,532 |
مقایسه بین آموزش تئوری و آموزش آزمایشگاهی عملی/ نرمافزاری در بهبود یادگیری مفاهیم شیمی و رفع کجفهمی | ||
| پژوهش در آموزش شیمی | ||
| مقاله 8، دوره 8، شماره 1 - شماره پیاپی 29، فروردین 1405، صفحه 162-181 اصل مقاله (1.1 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/chemedu.2025.18104.1300 | ||
| نویسندگان | ||
| فائزه شه دوستفرد* ؛ پری ناز جوانمردی نائینی؛ مریم شیروانی | ||
| گروه آموزش شیمی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران ، ایران | ||
| چکیده | ||
| پیشینه و اهداف: تغییر مکرر محتوای آموزشی و وجود برخی مفاهیم انتزاعی در درس شیمی کج فهمی های متعددی برای دانش آموزان ایجاد کرده است. از این رو هدف از پژوهش حاضر بررسی ضرورت توجه به نقش انجام آزمایشهای کتاب در محیط مجازی و حضوری شیمی در مدارس به عنوان عامل پیشران مؤثر در موفقیت و فهم دانش آموزان است. روشها: تحقیق حاضر از نظر دسته بندی تحقیقات بر حسب هدف، از نوع کاربردی و بر حسب نحوه گردآوری داده ها، پرسشنامه ای و از نظر تجزیه و تحلیل داده ها از نوع کمّی و مقایسه ای به شمار می رود. ابزارمطالعه این تحقیق پرسشنامه است و بر این اساس شش سؤال مفهومی شیمی تهیه شده و میزان پاسخ صحیح جامعه آماری دانش آموزان به پرسشنامه بررسی گردیده است. میزان آلفای کرونباخ (0.959) به دستآمده نشاندهنده پایایی بسیار بالای پرسشنامه و سازگاری درونی خوب برای سؤالات است. در حالی که پرسشنامهها در یک گروه بدون هیچ آموزشی عملی و مجازی تکمیل گردید، برای گروه دیگر مفاهیم مورد سؤال توسط آزمایش عملی و همچنین آزمایشگاه مجازی به کمک نرم افزار آموزش داده شد و سپس به سؤالات پاسخ داده شد. یافته ها: بر اساس نتایج حاصل از جامعه آماری مورد مطالعه، دانش آموزان مدرسهای که آزمایشها برای آنها انجام شده است، فهم عمیقتری نسبت به مفاهیم شیمی و توانایی بهتری در به کارگیری و تعمیم موقعیتهای مشابه در زندگی دارند و میزان کجفهمی آنها کمتر است، زیرا سطح معناداری برای اکثر سؤالات پرسشنامه پایینتر از 0.05 است. نتیجهگیری: این امر حاکی از آن است که انجام آزمایش کتب درسی در یادگیری بهتر و رفع کج فهمی اثر مثبت دارد. علاوه بر این، انجام مجازی آزمایشها از طریق نرم افزارهای آزمایشگاهی مرتبط منجر به درک بهتر مفاهیم درسی می شود. | ||
| کلیدواژهها | ||
| فناوری آموزشی؛ آموزش شیمی؛ آزمایشگاه مجازی؛ کجفهمی؛ نرم افزار شیمی | ||
| عنوان مقاله [English] | ||
| Comparison between theoretical training and experimental/software-based laboratory training in improving the learning of chemistry concepts and eliminating misunderstanding | ||
| نویسندگان [English] | ||
| Faezeh Shahdost-Fard؛ Parinaz Javanmardi؛ Maryam Shirvani | ||
| Department of Chemistry Education, Farhangian University, P.O.Box 14665-889, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objective: Frequent changes in educational content, on one hand, and the existence of some abstract concepts in the chemistry, on the other hand, have created great deal of misunderstanding among students. Therefore, this research aims to investigate the necessity of paying attention to the role of conducting book-based experiments in the virtual and in-person chemistry environment in schools as an effective driving factor in the success and understanding of students. Materials and Methods: The present study is classified as applied research in terms of its purpose, a survey study in terms of data collection, and a quantitative comparative study in terms of data analysis. The tool of the study is a questionnaire, and on this basis, six conceptual chemistry questions were prepared, and the correct response rate of statistical population of students to the questionnaire was examined. Cronbach’s alpha (0.959) obtained indicated a very high reliability of the questionnaire and good internal consistency among the questions. While the questionnaires were completed in one group without any practical and virtual training, for the other group, the concepts in question were taught through a practical experiment and a virtual laboratory with the help of software, followed by answering the questions. Findings: Based on the results obtained from the population under study, school students for whom the experiments were conducted have a deeper understanding of chemistry concepts and a better ability to apply and generalize to similar situations in life, and their level of misunderstanding is lower because the significance level for most of the questionnaire items is lower than 0.05. Conclusion: It was found that doing book-based experiments has a positive effect on better learning and removing misunderstanding among the students. In addition, the virtual performance of tests through related laboratory software leads to a better understanding of course concepts. | ||
| کلیدواژهها [English] | ||
| Educational technology, Chemistry education, Virtual laboratory, Misunderstanding, Chemistry Software | ||
| مراجع | ||
|
Ahmadi, Y., & Khodaei, A. (2020). An overview of the importance of laboratory and experiment-based chemistry education. Research in Chemistry Education, 2(2), 53-65. [Link] Alizadeh, F., & Alizadeh, T. (2023). Investigating the effect of conducting experiments on students' learning in comparing the reactivity of elements in chemistry of the 11th grade. Research in Chemistry Education, 4(3). [Link] BEAKER - Mix Chemicals (Full Version). [Link] Crocodile Chemistry - Virtual Chemistry Laboratory. [Link] Delangiz, M., & Mohammadpour Yousefi, H. (2023). Common misunderstandings of chemistry concepts in experimental science books in the first secondary school. Research in Chemistry Education, 4(3). [Link] Haji Abbasi, M., & Moradi, S. (2022). Educational design of active methods of virtual education of the difference between temperature and heat in the second year of secondary education. The Fourth National Conference on Chemistry Education, [Link] Haji Abbasi, M., & Moradi, S. (2023). Examining the weaknesses in understanding the concept of ion and formation of ion bond and providing solutions for educational improvement. Research in Chemistry Education, 5(2), 61-67. [Link] Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. [Link] Hofstein, A., Shore, R., & Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: A case study. International Journal of Science Education, 26(1), 47-62. [Link] Kolil, V. K., Muthupalani, S., & Achuthan, K. (2020). Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy. International Journal of Educational Technology in Higher Education, 17(1), 30. [Link] Logar, A., & Savec, V. F. (2011). Students' hands-on experimental work vs. lecture demonstration in teaching elementary school chemistry. Acta Chimica Slovenica, 58(4), 875-886. [Link] Mahdizadeh, H., Saeidypour, B., Rafati, M., Azizi, M., & Moradi, N. (2012). The effect of virtual laboratory on the high school student's chemistry learning. Research Journal in Humanities, 12(29), 135. [Link] Mahmoudi Fard, M., & Ghasemian, Y. (2022). Common misconceptions in teaching experimental sciences and strategies for preventing and resolving them. 5th National Conference on Interdisciplinary Research in Management and Humanistic Science, [Link] Nakiboğlu, C. (2022). Analysis of the experiments in the chemistry textbooks in terms of the laboratory study goal of the 2018 chemistry curriculum and comparison with the case of science high school. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 16(2), 406-427. [Link] Nor Hasniza, I., Johari, S., Khew Pei, H., & Safiah, Y. (2014). “Typical” teaching method applied in chemistry experiment. Procedia-Social and Behavioral Sciences, 116, 4946-4954. [Link] Nouri, R., Hoseini, A. M., & Amani, V. (2019). Studying the Common Curiosity of Secondary School Students and Teachers of Chemistry Education in the Concepts of Chemical Kinetics, Atomic Mass and Molecular Dissolution. Journal of Education in Basic Sciences, 5, 1-13. [Link] Nur Syuhada, R., Nor Hasniza, I., Chuzairy, H., & Johari, S. (2024). E-Module problem-based learning on chemical equilibria to improve students’ higher-order thinking skills: an analysis. International Journal of Evaluation and Research in Education (IJER), 13(1), 8822. [Link] Olubu, O. M. (2015). Effects of laboratory learning environment on students' learning outcomes in secondary school chemistry. International Journal of Arts & Sciences, 8(2), 507. [Link] Rahmati Hasan abadi, F., & Paidar, M. (2023). The most common misconceptions of 10th grade students about the basic concepts of high school chemistry course. Research in Chemistry Education, 5(1), 52-67. [Link] Sekerci, A. R., & Canpolat, N. (2014). Impact of argumentation in the chemistry laboratory on conceptual comprehension of Turkish students. Educational Process: International Journal, 3(1), 2. [Link] Statistical Center of Iran (Amar) ([Link] Tatli, Z., & Ayas, A. (2013). Effect of a virtual chemistry laboratory on students' achievement. Journal of Educational Technology & Society, 16(1), 159-170. [Link] Tatlı, Z., & Ayas, A. (2011). Sanal kimya laboratuvarı geliştirilme süreci. 5th International Computer & Instructional Technologies Symposium, [Link] Tsai, C. Y., Ho, Y. C., & Nisar, H. (2021). Design and validation of a virtual chemical laboratory-An example of natural science in elementary education. Applied Sciences, 11(21), 10070-10090. [Link] Tüysüz, C. (2010). The effect of the virtual laboratory on students’ achievement and attitude in chemistry. International Online Journal of Educational Sciences, 2(1), 37-53. [Link] Unreal Chemist - Digital Chemical Lab. [Link] | ||
|
آمار تعداد مشاهده مقاله: 417 تعداد دریافت فایل اصل مقاله: 267 |
||