تاثیر آموزش تلفیقی بر میزان یادگیری دانش آموزان در درس علوم

نوع مقاله: مقاله پژوهشی

نویسنده

استادیار ،دانشکده علوم تربیتی و روانشناسی ،گروه تکنولوژی آموزشی،دانشگاه خوارزمی

چکیده

آموزش تلفیقی، ترکیب روش تدریس معمول سنتی با قالب چهره به چهره با تجهیزات مبتنی بر کاربرد فناوریست.هدف اصلی این پژوهش بررسی تاثیر یادگیری در محیط تلفیقی سنتی- الکترونیکی بر میزان یادگیری دانش آموزان در درس علوم است. جامعه آماری متشکل از دانش آموزان یک مدرسه متوسطه در شهرستان چابکسر انتخاب شد که160 دانش آموز در 6 کلاس مشغول به تحصیل هستند. از میان دانش آموزان دخترانه دبیرستان به کمک پیش آزمون 60 دانش آموز از بین جامعه آماری موجود در مدرسه در 3 پایه تحصیلی برآورد شد. گروه آزمایش مشتمل بر 30 دانش آموز در 3 پایه تحصیلی طی رویکرد آموزش تلفیقی با هماهنگی پژوهشگر و معلم، آموزش های تکمیلی تلفیقی را دریافت داشتند. تاثیر روش آموزش تلفیقی در مقایسه با روش سنتی به صورت شبه آزمایشی و با تبیین پیش آزمون و پس آزمون روی گروه گواه متشکل از دانش آموزان مورد بررسی و تحلیل قرار گرفت. یافته ها به تفکیک گروه آزمایش و گواه مشتمل بر2 گروه30 نفری از دانش آموزان تحلیل شد. جهت تجزیه و تحلیل داده های بدست آمده از شاخص های آمار توصیفی و آمار استنباطی استفاده شده است.از نرم افزار SPSS،آزمون تی، آزمون تجزیه و تحلیل کوواریانس یک متغیری استفاده کردیم. نتایج تحقیق نشان داد که آموزش به روش یادگیری تلفیقی باعث پیشرفت دانش آموزان در هر 3 پایه تحصیلی شده است.کلمات کلیدی:تلفیقی،یادگیری،پیشرفت،علوم

چکیده تصویری

تاثیر آموزش تلفیقی بر میزان یادگیری دانش آموزان در درس علوم

کلیدواژه‌ها


عنوان مقاله [English]

An analytic review on blended learning effects on students achievements in learning science

نویسنده [English]

  • Zohreh Khoshneshin
Department of Educational Technology, Faculty of Psychology and Education, Kharazmi University
چکیده [English]

Blended learning as a new paradigm in educational context undergrounded in using ICT when learning occur both in the classroom and online situation. The paper explains students' achievement in learning science through blended method at a secondary school in a city in Iran. Research sample includes 160 students in 6 classes and in 3 grades. 60 of learners after revising of their pre - test score on the basis of scores' variances randomized as control and experimental group.30 of them considered as experimental group learned in blended method and the same sample participated as control in classic styles of learning. Data findings analyzed by T test and covariance analysis. Findings showed that blended learning method could promote achievement results in experimental group on learning science conceptions.

کلیدواژه‌ها [English]

  • Blended
  • Learning
  • Achievement
  • Science

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