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تأثیر درسافزار با رویکرد یادگیری مبتنی بر مغز بر سطوح یادگیری شناختی دانشآموزان | ||
علوم تربیتی | ||
دوره 27، شماره 1، تیر 1399، صفحه 139-160 اصل مقاله (562.98 K) | ||
نوع مقاله: علمی- پژوهشی | ||
شناسه دیجیتال (DOI): 10.22055/edus.2020.31823.2953 | ||
نویسندگان | ||
الهه بدیعی1؛ محمد رضا نیلی* 2؛ یاسمین عابدینی2؛ بی بی عشرت زمانی3 | ||
1دانشجوی دکتری برنامهریزی درسی، دانشگاه اصفهان، اصفهان، ایران | ||
2دانشیار، دانشگاه اصفهان، اصفهان، ایران | ||
3استاد، دانشگاه اصفهان، اصفهان، ایران | ||
چکیده | ||
این پژوهش با هدف تأثیر درسافزار طراحی شده بر اساس اصول یادگیری مبتنی بر مغز، بر یادگیری دانشآموزان دختر هنرستانی، در هر یک از سطوح شناختی بلوم، در درس برنامهنویسی کامپیوتر، انجام گرفت. این پژوهش از نوع نیمه آزمایشی با طرح پیش آزمون-پس آزمون با گروه کنترل نابرابر بود. تعداد 6 کلاس پایه یازدهم رشته کامپیوتر از هنرستانهای دخترانه شهر اصفهان به روش خوشهای انتخاب شدند. هر 2 کلاس بهصورت تصادفی به هر یک از گروههای آزمایش1، آزمایش2 و کنترل انتصاب یافت. در گروه کنترل، آموزش به روش معمول انجام گرفت. در گروه آزمایش1، علاوه بر روش متداول، از درسافزار محقق ساخته سازگار با مغز استفاده شد. در گروه آزمایش2 علاوه بر روش متداول، یک درسافزار معمولی به کار رفت. یک آزمون محقق ساخته برنامهنویسی شامل اهدافی در سطوح مختلف یادگیری شناختی تهیه و روایی آن توسط گروهی از آموزشگران کامپیوتر و گروه آموزشی کامپیوتر استان اصفهان تأیید و پایایی آن به روش کودر-ریچاردسون برابر746/0 محاسبه گردید. این آزمون به عنوان پیشآزمون و پسآزمون برای سه گروه اجرا شد. نتایج تحلیل کوواریانس چند متغیری نشان داد که درسافزار سازگار با مغز باعث افزایش معنادار (p <0.05) یادگیری دانشآموزان در سطوح دانش و فهم شده است. درسافزار غیر سازگار با مغز یادگیری شناختی را در سطح ترکیب به-طور معنادار (p <0.05) کاهش داده و در سطوح دیگر هم نتوانسته است یادگیری را افزایش دهد. همچنین درسافزار سازگار با مغز در سطوح دانش، فهم، کاربست و ترکیب به طور معناداری (p <0.05) نسبت به درسافزار معمولی تأثیر بهتری داشته است. | ||
کلیدواژهها | ||
یادگیری شناختی؛ یادگیری مبتنی بر مغز؛ درسافزار؛ برنامه نویسی کامپیوتر | ||
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