تاثیر آموزش مهارت های ریاضی در آموزش فیزیک بر ارتقای ارزش تکلیف وکاهش فرسودگی تحصیلی دانش آموزان پایه داوزدهم

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه علوم پایه-دانشگاه فرهنگیان-تهران

2 گروه روان شناسی تربیتی، دانشگاه فرهنگیان، تهران

چکیده

هدف این تحقیق بررسی تاثیر آموزش مهارت های ریاضی در آموزش فیزیک بر ارتقای ارزش تکلیف وکاهش فرسودگی تحصیلی دانش آموزان پایه دوازدهم می باشد. روش این پژوهش از نوع طرح نیمه آزمایشی بود که در آن نمونه ای شامل دو کلاس 36 نفره از دانش آموزان پایه دوازدهم رشته ریاضی-فیزیک آموزش و پرورش ناحیه 1 تبریز انتخاب شدند. پس از جایگزینی تصادفی در دو گروه آزمایش و کنترل، گروه آزمایش در معرض آموزش مهارت های ریاضی قرار گرفت و در این مدت گروه کنترل به همان شیوه سنتی آموزش خود را دریافت کرد. هر دو گروه قبل و بعد از آمورش با استفاده از پرسشنامه های فرسودگی تحصیلی و ارزش تکلیف مورد ارزیابی قرار گرفتند. نتایج حاصل از تحلیل کواریانس نشان داد که در میزان فرسودگی تحصیلی و ارزش تکلیف بین دو گروه تفاوت معنی دار وجود دارد. دانش آموزانی که آموزش مهارت های ریاضی داشتند، میزان فرسودگی تحصیلی پایین تر و ارزش تکلیف بالاتری را نشان دادند. نتایج تحقیق تاثیر آموزش مهارت های ریاضی در آموزش فیزیک را بر ارتقای ارزش تکلیف وکاهش فرسودگی تحصیلی دانش آموزان مورد تایید قرار می دهد.

چکیده تصویری

تاثیر آموزش مهارت های ریاضی در آموزش فیزیک بر ارتقای ارزش تکلیف وکاهش فرسودگی تحصیلی دانش آموزان پایه داوزدهم

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The effect of Mathematics Skills Training in Physics Training in Educational Burnout and Task Values of undergraduate students

نویسندگان [English]

  • Naser Karimi 1
  • Hossein Vahedi 2
1 Basic Science Departments, Farhangian University, Tehran
2 Educational Psychology Department, Farhangian University, Tehran
چکیده [English]

The purpose of this study was to investigate the effect of teaching math skills in physics education on improving the task values and reducing the educational Burnout of 12th grade students. The method of this research was a semi-experimental design, in which a sample of two classes with 36 students from the twelfth-grade students of mathematics-physics education in District one of Tabriz was selected. The participants were assigned to experimental and control groups randomly. The experimental group was exposed to teaching math skills, while the control group received traditional training over the same period. Both groups were evaluated before and after the study through burnout and task value questionnaires. The results of covariance analysis showed that there is a significant difference between the two groups in terms of their educational burnout and task values. Students who had math skills training in physics education demonstrated much lower educational burnout and higher task values. The results of the research confirm the effect of teaching math skills in physics education on improving the task values and reducing educational burnout of students.

کلیدواژه‌ها [English]

  • "Mathematics Skills"
  • "Physics Training"
  • "Educational Burnout"
  • "Task Values"

[1] Zhang, Y., Gan, Y., & cham, H. (2007). Perfectionism, academic burnout and end engagement. Among Chinese college students. A structural equation modeling analysis. Personality and Individual Differences, 43(6),1529-1540.

 

[2] David, A. (2010). Examining the relationship of personality and burnout in college students: The rele of academic motivation. Educational Measurement and Evaluation Review, 1, 90-104.

 

[3] Mazerolle, S. M., Monsma, E., Dixon, C., & Mensch, J. (2012). An assessment of burnout in graduate assistant certified athletic trainers. Journal of Athletic Training, 47 (3): 320-8.

 

[4] Kutsal, D., & Bilge, F. A. (2012). Study on the Burnout Levels of High School Students. Egitim ve Bilim, 9(11), 154-164.

 

[5] Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161-168.

 

 [6] Domenech-Betoret, F., Abellan-Rosello, L., & Gomez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: the mediator role of students’ expectancy-value beliefs. Frontiers in Psychology, 8, 1-12

 

[7] Lin, C. Y., & Liu, F. C. (2012). A cross-level analysis of organizational creativity climate and perceived innovation: The mediating effect of work motivation. European Journal of Innovation Management,15(1), 55-76.

 

[8] Nie, Y., Lau, S., & Liau, A. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21, 736-741.

 

[9] Lehavie, Y., Bagnoa, E., Eylona b., Mualema, R., Pospiechc, G., Böhm, U., Krey, o. & Karam, R. (2014). Towards a PCK of Physics and Mathematics: Exploring patterns of the interplay between physics and mathematics. Paper presented at Proceedings, GIREP-MPTL International Conference on Teaching/Learning Physics: Integrating Research into Practice (GIREP/MPTL 2014): Palermo, Italy.

 

[10] Bagno, E., Eylon, B., & Berger, H. (2007). Meeting the challenge of students’ understanding of formulae in high-school physics: a learning tool. Physics Education, 43(1), 75-82.

 

[11] Karam, R., Pospiech, G., & Pietrocola, M. (2010). Mathematics in physics lessons: Developing structural skills. In Symposium: addressing the roleof mathematics in physics education, GIREP 2010, Reims.

 

 [12] Pospiech, G. (2015). Interplay of mathematics and physics in physics education. Proceedings of the International Symposium MACAS.

 

[13]Ornek, F., Robinson, W. R. & Haugan, M. P. (2008). What makes physics difficult? International Journal of Environmental & Science Education, 3 (1), 30 – 34. ISSN 1306-3065

 

[14] Abazari, F., Arab, M., Abbaszadeh, A., & Rashidnejad, M. A. (2000). Study Determining the Various Sources of Stress in Nursing Students of Rasht, Mashhad, Zahedan and Shiraz. Journal of Shahid Sadoughi University of Medical Sciences, 10 (3): 91-97. [in Persian]

 

[15] Brouwers, A., & Tomic, W. (2010). A logitudinal study of teacher burnout and perceived self- efficacy classroom management. Teaching and Tteacher Education, 16, 239- 253

 

[16] Soltaninejad, M., & mahmoudi, K. (2018). Moderative Role of task value in self afficacy and attitude to mathematic relation. Study in Educational Systems, 12(40): 91-105. [in Persian]

 

 [17] Golamali, L. M., Hejazi, A., & Khezriazar, H. (2012). Role of self afficacy, task value and achivment aims in mathematic achievement. Quarterly Journal of Educational Innovations, 11 (41): 7-28. [in Persian [

 

 [18] Hood, M., Creed, P. A., & Neumann, D. L. (2012). Using the expectancy value model of motivation to understand the relationship between student attitudes and achievement in statistics. Statistics Education Research Journal, 11(2), 72-85.

 

[19] Schaufeli, W.B., Martínez, I., Marqués-Pinto, A., Salanova, M., & Bakker, A. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Studies, 33, 464–481.

 

 [20] Naami, A. (2009). Relation between learning expriences with Educational burnout in M. A students of Shahid Chamran University. Quarterly Journal of Psychological Studies, 5(3), 117-134. [in Persian]

 

[21] Redish, E. F., & Smith, K. A. (2008). Looking beyond content: Skill development for engineers. Journal of Engineering Education, 97(3), 295 – 307.

 

[22] Hull, M., Kuo, E., Gupta, A., & Elby, A. (2013). Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning, Physical Review Special Topics - Physics Education Research, 9(1),0101051-01010516.

 

 [23] Epstein, I. (2008). The Greenwood Encyclopedia of Children's Issues Worldwide. London, England: Greenwood Press.

 

[24] Reddy, M. V., & Panacharoensawad, B. (2017). Students Problem-Solving Difficulties and Implications in Physics: An Empirical Study on Influencing Factors. Journal of Education and Practice, 8 (14), 59-62.

 

[25] Moneta, G. B. (2011). Need for Achievement, Burnout, and Intention to Leave: Testing an Occupational Model in Educational Settings. Journal of Health Promotion Management, 50 (2), 274-278.

 

[26] Qinyi T, & Jiali Y. (2012). An analysis of the reason on learning burnout of junior high school students from the perspective of cultural capital theory: A case study of mengzhe town in Xishuangbanna China. Procedia - Social and Behavioral Sciences, 46(37), 27-31.

 

[27] Gomez, H., Perez, V., Parra, P., Ortiz, M., Matus, B., McColl, C., Torres, A., & Meyer, K. (2016). Academic achievement, engagement and burnout among first year medical students. Revista medica de Chile, 143(7), 930- 937.

 

[28] Prendergast, M., & Hongning, Z. (2016). A Comparative Study of Students' Attitudes towards Mathematics in Two Different School Systems. International Journal for Mathematics Teaching and Learning, 17(2), 1-24.

 

[29] Green, B. A., Conlon, E. G., & Morrissey, S. A. (2017). Task values and self-efficacy beliefs of undergraduate psychology students. Australian Journal of Psychology, 69(2), 112-120.

 

[30] Seyf, A. (2013). New Educational Psychology: Learning ang Teaching psychology. Tehran, Iran: Doran Publisher. [in Persian]