اثربخشی روش تدریس مبتنی بر رویکرد سازنده گرایی بایبی بر حل مسئله، ادراک سودمندی تکالیف تحصیلی و اهداف پیشرفت دانش آموزان در درس شیمی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

2 استادیار، گروه روانشناسی و تکنولوژی آموزشی، دانشگاه بین الملی چابهار، چابهار، ایران

10.22034/cipj.2025.65832.1227

چکیده

هدف: هدف پژوهش حاضر اثربخشی روش تدریس مبتنی بر رویکرد سازنده گرایی بایبی بر حل مسئله، ادراک سودمندی تکالیف تحصیلی و اهداف پیشرفت دانش­آموزان در درس شیمی بود.
روش پژوهش: طرح پژوهش نیمه‌­آزمایشی از نوع پیش‌­آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری این پژوهش شامل کلیه دانش­‌آموزان پسر پایه یازدهم تجربی دوره متوسطه دوم شهرستان چابهار در سال تحصیلی 1404-1403 بودند که برای نمونه­‌گیری در این پژوهش از بین مدارس دوره دوم متوسطه شهرستان یک مدرسه (دبیرستان دانا و توانا) به صورت تصادفی انتخاب شد که پس از اعمال ملاک­‌های خروج، 30 نفر شرکت­‌کننده در پژوهش به صورت تصادفی انتخاب شده و به عنوان نمونه آماری با گمارش تصادفی در دو گروه 15 نفری آزمایش و گواه قرار گرفتند. برای جمع‌­آوری داده‌­ها از پرسشنامه جهت‌­گیری هدف پیشرفت الیوت و مک­گرگور (2001)، مقیاس سودمندی ادراک شده تکالیف تحصیلی میلر و همکاران (2005) و پرسشنامه هپنر و پترسون(1982) استفاده شد. تجزیه و تحلیل داده‌­ها با روش آماری تحلیل کواریانس انجام گرفت.
یافته‌ها: نتایج پژوهش نشان داد که روش تدریس مبتنی بر رویکرد سازنده گرایی بایبی بر حل مسئله، ادراک سودمندی تکالیف تحصیلی و اهداف پیشرفت دانش‌­آموزان در درس شیمی تأثیر دارد (01/0≥p). در واقع روش تدریس مبتنی بر رویکرد سازنده‌‌­گرایی بایبی باعث افزایش حل مسئله و مؤلفه‌­های اعتماد به حل مسئله، اعتماد به خود و کنترل شخصی، جهت­‌گیری هدف تسلط- گرایش و عملکرد- گرایش و ادراک سودمندی تکالیف تحصیلی در دانش‌‌­آموزان می­‌شود. همچنین تدریس مبتنی بر رویکرد سازنده‌گرایی بایبی باعث کاهش اهداف تسلط- اجتناب و عملکرد- اجتناب در دانش‌­آموزان می­شود.
نتیجه‌گیری: با توجه به تأثیر روش تدریس بایبی بر میزان متغیرهای اهداف پیشرفت، حل مسئله و ادراک سودمندی تکالیف تحصیلی درس شیمی، به کارگیری این روش تدریس به معلمان در مدارس توصیه می­شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of the Teaching Method Based on the Constructivist Approach of Bybee on Problem Solving, Perception of the Usefulness of Academic Assignments, and Achievement Goals Students in Chemistry

نویسندگان [English]

  • Jafar Bahadorikhosroshahi 1
  • Zobair Samimi 2
1 Assistant Professor, Department of Education, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran
2 Assistant Professor, Department of Psychology and Educational Technology, International University of Chabahar, Chabahar, Iran
چکیده [English]

Objective: The aim of the present study was to determine the effectiveness of the teaching method based on the Constructivist Approach of Bybee on problem solving, perception of the usefulness of academic assignments, and students' achievement goals in chemistry.
Method: The research design was a quasi-experimental pre-test-post-test with a control group. The statistical population of this study included all male students in the experimental eleventh grade of the second high school in Chabahar city in the academic year 2024-2025. For sampling in this study, one school was randomly selected from among the second high school schools in the city. After applying the exclusion criteria, 30 participants in the study were randomly selected and were randomly assigned to two groups of 15: experimental and control. To collect data, Elliott and McGregor's Progress Goal Orientation Questionnaire, Miller et al.'s Perceived Homework Utility Scale, and Heppner and Peterson's Questionnaire were used. Data analysis was performed using the covariance analysis statistical method.
Results: The results of the study showed that the teaching method based on the Bybee constructivist approach has an effect on problem solving, perceived usefulness of homework, and students' progress goals in chemistry (P≥0.01). In fact, the teaching method based on the Bybee constructivist approach increases problem solving and the components of confidence in problem solving, self-confidence, and personal control, mastery-propensity and performance-propensity goal orientations, and perceived usefulness of homework in students. Also, teaching based on the Bybee constructivist approach reduces mastery-avoidance and performance-avoidance goals in students.
Conclusion: Considering the effect of the Bybee teaching method on the variables of progress goals, problem solving, and perceived usefulness of homework in chemistry, it is recommended that teachers use this teaching method in schools.

کلیدواژه‌ها [English]

  • achievement goals
  • Bybee teaching method
  • chemistry
  • perception of academic assignments
  • problem solving
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  • تاریخ دریافت: 20 بهمن 1403
  • تاریخ بازنگری: 29 بهمن 1403
  • تاریخ پذیرش: 30 بهمن 1403
  • تاریخ اولین انتشار: 01 تیر 1404
  • تاریخ انتشار: 01 تیر 1404