پادکست و تأثیر آن بر آگاهی‌های زیست‌محیطی دانش‌آموزان دوره راهنمایی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار دانشگاه ایلام

2 کارشناس ارشد تکنولوژی آموزشی، آموزش و پرورش ایلام

3 دانشجوی دکترای روانشناسی تربیتی دانشگاه شهید چمران اهواز

4 استادیار دانشگاه آزاد اسلامی واحد کرمانشاه

چکیده

این مقاله بخشی از نتایج یک پژوهش را گزارش می‌نماید که با استفاده از یک طرح نیمه‌آزمایشی دو گروهی با پیش‌آزمون و پس‌آزمون در سال 1391 انجام گرفته و به مقایسه تأثیر پادکست با روش مشارکتی در قیاس با روش رایج (سخنرانی معلم، بحث گروهی) بر میزان یادگیری و یادداری (یادگیری بلندمدت) دانش‌آموزان در زمینه مباحث زیست محیطی پرداخته است. به ‌این منظور، دو گروه از دانش‌آموزان پایه دوم راهنمایی از یک مدرسه دخترانه انتخاب گردید و با رعایت اصل انتخاب تصادفی در هر یک از گروه‌ها جای داده شدند. سپس دانش‌آموزان گروه آزمایش در طول 8 جلسه به تولید پادکست آموزشی پرداختند و دانش‌آموزان گروه گواه نیز به همان میزان از جلسات و با استفاده از روش رایج در معرض آموزش قرار گرفتند. نتایج تجزیه و تحلیل کوواریانس داده‌ها نشان داد، نوع روش آموزشی به‌طور معناداری در میزان یادگیری و یادداری دانش‌آموزان در زمینه مباحث زیست محیطی مؤثر بوده است. بدین صورت که میانگین یادگیری و یادداری دانش‌آموزان گروه آزمایشی (گروه پادکست) به طور معناداری از دانش‌آموزان گروه گواه (روش رایج) بیشتر بوده‌ است. هم‌چنین، دقت در ضرایب اتا نشان می‌دهد که استفاده از پادکست مشارکتی به‌عنوان یک روش آموزشی در زمینه آموزش مباحث زیست محیطی، به ترتیب 31 و 40 درصد از میزان یادگیری و یادداری (یادگیری با تأخیر) را تبیین نموده‌ است.

کلیدواژه‌ها


عنوان مقاله [English]

Podcast and its Effect on Guidance School Students’ Environmental Awareness

نویسندگان [English]

  • Hossein Mahdizadeh 1
  • Noorieh Omidi 2
  • Maryam Azizi 3
  • Maryam Eslampanah 4
1 Assistant Professor, Ilam University
2 M.A. Graduated in Educational Technology, Ilam Educational Department
3 Ph.D. Student of Educational Psychology, Shahid Chamran University, Ahvaz
4 Assistant Professor, Islamic Azad University, Kermanshah Branch, Kermanshah
چکیده [English]

This paper reports part of the findings of a two- group semi-experimental design study with pre and post test, conducted in 2012, that focused on the effect of podcast with participatory method on students immediate and long term environmental learning compared to conventional teaching (lecture and group discussion) method. Two classes from a female school were randomly assigned to experimental and control groups. Participants in experimental group were asked to design podcast on environmental issues and students in control group were exposed to conventional method of teaching for a period of 8 sessions. The covariance analysis of the data revealed that teaching method had a significant influence on students’ immediate and long-term learning. In fact, the mean score of participants in experimental group was significantly higher than in control group in both immediate and long-term tests. Considering Eta squared coefficient indicates that implementing participatory designing of podcasts in environmental education can account for 31 percent of students’ immediate and 40 percent of their long-term learning. 

کلیدواژه‌ها [English]

  • Podcast
  • Participatory Method
  • Immediate Learning
  • Long-Term Learning
  • Environmental Education
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