تأثیر مدل آموزش واقعی بر تجسم دیداری- فضایی با توجه به نقش خودکارآمدی فنی دانشجویان فنی و مهندسی پسر در درس رسم فنی

بادله, علیرضا; غلامرضایی, حمیدرضا

doi:10.22061/tej.2021.5610.2245

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ گروه علوم تربیتی، تکنولوژی آموزشی، دانشگاه فرهنگیان ساری، مازندران، ایران

² گروه تکنولوژی آموزشی دانشگاه آزاد اسلامی، واحد تهران مرکز، تهران، ایران

https://doi.org/10.22061/tej.2021.5610.2245

چکیده

پیشینه و اهداف: هدف پژوهش، بررسی تأثیر مدل‌ آموزشی ‌واقعی بر تجسم دیداری- فضایی با توجه به نقش خودکارآمدی‌ فنی دانشجویان فنی مهندسی پسر در درس رسم‌‌ فنی است.
روش‌ها‌: روش پژوهش نیمه‌آزمایشی از نوع پیش‌آزمون- پس‌آزمون است. جامعه آماری پژوهش شامل ‌دانشجویان‌ فنی پسر دوره کاردانی به تعداد 400 دانشجو که با استفاده از روش‌نمونه‌گیری تصادفی‌خوشه‌ای تعداد 40 دانشجو به عنوان نمونه‌پژوهش انتخاب شد. ابزار پژوهش آزمون محقق ساخته، خودکارآمدی‌فنی، تجسم دیداری- فضایی و ارزیابی مدل آموزش‌واقعی است که روایی و پایایی پرسش‌نامه‌های ‌مذکور به‌وسیله روایی‌ محتوا با در نظر گرفتن نظرات و پیشنهادات استادان‌ صاحب‌نظر، کارشناسان برنامه‌ریزی‌درسی و خبرگان‌ روانشناسی و ضریب آلفای‌کرنباخ برای خرده مقیاس‌های اعتماد به نفس، انگیزه و پشتکار، ابتکار و پرسش‌نامه‌ها‌ی خودکارآمدی فنی، تجسم دیداری- فضایی و ارزیابی مدل آموزش‌ واقعی به ترتیب 88/.، 75/.، 81/.، 90/.، 80/. و 77/. به‌دست آمد.
یافته‌ها:نتایج نشان‌ داد که روش مدل آموزش ‌واقعی بر خودکارآمدی فنی، ابعادش و تجسم دیداری- فضایی و خودکارآمدی فنی با نقش‌میانجی بر دانشجویان ‌فنی مهندسی پسر تأثیر دارد و میزان رضایت ‌دانشجویان از روش ‌تدریس براساس مدل ‌واقعی در مؤلفه‌های درک ‌نقشه به کمک مدل، طراحی ‌هندسی، مدل‌های ‌ملموس ‌سه‌بعدی و سودمندی مدل‌های‌ واقعی‌ درحد مطلوبی است؛ ولی در مؤلفه‌های به‌کارگیری و آموزش عملی مدل‌های واقعی درحد مطلوبی نمی‌باشد.
نتیجه‌گیری: مدل‌های واقعی دید دانشجویان را برای تهیه نقشه از روی نمونه واقعی صنعتی و همچنین ساخت مجدد تقویت می‌کنند. ترسیم نقشه از روی تصاویر سه‌بعدی، آسان‌سازی طراحی نقشه‌ها و تسهیل فرایند کار با مجموعه‌ها و مکانیزم‌های صنعتی واقعی در شناسایی و درک حل مسائل فنی منجر به کسب تجربه‌های جدید و نو توسط دانشجویان می‌گردند.

کلیدواژه‌ها

20.1001.1.20080441.1400.15.3.15.4

موضوعات

رویکردهای نوین آموزشی

عنوان مقاله [English]

Effect of real education model on visual-spatial visualization considering the role of technical self-efficacy of male technical and engineering students in technical drawing

نویسندگان [English]

A. Badeleh, ¹
H. R. Gholamrezaei ²

¹ 1Department of Educational Sciences, Educational Technology Faculty, Sari Farhangian University, Mazandaran, Iran

² Department of Educational Technology Faculty, Islamic Azad University, Tehran Central Branch, Tehran, Iran

چکیده [English]

Background and Objectives: This study aims at examining the effect of real-world teaching model on the visual-spatial visualization focusing on the role of technical self-efficacy of male technical-engineering students in technical drawing.
Methods: This study applies semi-experimental design using pretest-posttest method. The statistical population of the study includes 400 male associate students in technical courses among whom 40 students were selected as the sample, using random cluster sampling method. The instruments included researcher-made questionnaires of technical self-efficacy, visual-spatial visualization and evaluation of real-world teaching model. The validity and reliability of the aforementioned questionnaires were measured using the content validity as well as considering the ideas and suggestions of experienced professors, curriculum and psychology experts. Cronbach’s Alpha coefficient for subscales of self-confidence, motivation and perseverance, innovation and questionnaires of technical self-efficacy, visual-spatial visualization, evaluating a real-world teaching model were found to be 0.88, 0.75, 0.81, 0.90, 0.80 and 0.77, respectively.
Findings: The results showed that the real-world teaching model has an influence on the male engineering students’ technical self-efficacy, its dimensions, and their visual-spatial visualization in technical drawing; and technical self-efficacy, with its mediating effect, is effective on the influence of real-world learning model on students’ visual-spatial visualization. Students are suitably satisfied with the teaching method that is based on the real-world model in the components involved in using this model to understand the maps, geometrical design, tangible 3-D models, and usefulness of the real-world models. However, their satisfaction with the components of using and applying practical teaching of the real-world models is not appropriate.
Conclusions: Real models enhance students' vision for preparing the maps on the basis of the real-time industrial model as well as its reconstruction. Drawing maps on the basis of 3D images, simplifying the design of maps, and facilitating the process of working with real-time industrial collections and mechanisms to identify and understand the solutions for technical problems lead students to gain new and innovative experiences.

کلیدواژه‌ها [English]

Real education model
Visual-visualization visualization
Technical self-efficacy
Technical drawing

COPYRIGHTS
©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.

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نامه به سردبیر

سر دبیر نشریه فناوری آموزش، با تواضع انتشار نامه های واصله از نویسندگان و خوانندگان و بحث در سامانه نشریه را ظرف 3 ماه از تاریخ انتشار آنلاین مقاله در سامانه و یا قبل از انتشار چاپی نشریه، به منظور اصلاح و نظردهی امکان پذیر نموده است.، البته این شامل نقد در مورد تحقیقات اصلی مقاله نمی باشد.

توچه به موارد ذیل پیش از ارسال نامه به سردبیر لازم است در نظر گرفته شود:

[1]نامه هایی که شامل گزارش از آمار، واقعیت ها، تحقیقات یا نظریه ها هستند، لازم است همراه با منابع معتبر و مناسب باشند، اگرچه ارسال بیش از زمان 3 نامه توصیه نمی گردد

[2] نامه هایی که بجای انتقاد سازنده به ایده های تحقیق، مشتمل بر حملات شخصی به نویسنده باشند، توجه و چاپ نمی شود

[3] نامه ها نباید بیش از 300 کلمه باشد

[4] نویسندگان نامه لازم است در ابتدای نامه تمایل یا عدم تمایل خود را نسبت به چاپ نظریه ارسالی نسبت به یک مقاله خاص اعلام نمایند

[5] به نامه های ناشناس ترتیب اثر داده نمی شود

[6] شهر، کشور و محل سکونت نویسندگان نامه باید در نامه مشخص باشد.

[7] به منظور شفافیت بیشتر و محدودیت حجم نامه، ویرایش بر روی آن انجام می پذیرد.