تحلیل محتوای چندرسانه‎ای‎های آموزشی درس فیزیک با توجه به اصول چندرسانه‎ای، ساختار و محتوا

نوع مقاله: مقاله پژوهشی

نویسندگان

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

2 کارشناس ارشد تحقیقات آموزشی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

چکیده

هدف از نگارش این مقاله، تحلیل محتوای چندرسانه‌ ای‌ های آموزشی فیزیک سال دوم متوسطه بر اساس اصول چندرسانه ‌ای‌ ها، ساختار و محتوا می‌ باشد. این اصول، شامل اصل مالتی مدیا، هم‌جواری، گفتار، کثرت و شخصی ‌سازی می‌باشد. این پژوهش به روش کیفی انجام شد. نمونه مورد بررسی، گزیده‌ای از نرم‌افزارهای آموزشی درس فیزیک سال دوم دوره متوسطه می‌باشد. به علت اندک بودن جامعه آماری، کل نرم‌افزارهای چندرسانه ‌ای (11 نرم‌ افزار) انتخاب و به روش تحلیل محتوا بررسی شدند. در مجموع، 15 مقوله و 97 کد از ابعاد و ویژگی‌های زمینه‌ ای، ساختاری و محتوایی نرم‌ افزارهای آموزشی شناسایی و بررسی شدند. مطابق یافته‌ ها، کلاً در چندرسانه ‌ای‌ های مورد بررسی ویژگی زمینه ‌ای مورد توجه بیشتری واقع شده است. در مقوله‌ ساختاری، توجه بیشتر روی بخش مقدماتی و توجه کمتر به مقوله‌ جنبی شده است. در مقوله‌ محتوای اصلی که اصول چندرسانه‌ای مورد بررسی قرار گرفت، اصل‌ های کثرت و گفتار دارای اهمیت بیشتر و اصل شخصی‌ سازی دارای اهمیت کمتری می‌ باشد. هرکدام از این مقوله‌ های شناسایی شده که کمتر به آنها اهمیت داده شده است، می‌ توانند به‌عنوان موضوعاتی مستقل در پژوهش‌ های آینده به پژوهشگران یاری رسانند و زمینه‌ساز رفع مشکلات چندرسانه‌ ای‌ های آموزشی و هم‌چنین، شناسایی ابعاد جدید شوند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

A Content Analysis of Physics Educational Multimedia Regarding the Principles of Multimedia, Structure and Content

نویسندگان [English]

  • Peyman Yar Mohammadzadeh 1
  • Sirus Asadian Abbas Balaghi 1
  • Zahra Karami 2
1 Assistant Professor of Educational Sciences Department, Azarbaijan Shahid Madani University, Tabriz, Iran
2 M.A. in Educational Research, Azarbaijan Shahid Madani University, Tabriz, Iran
چکیده [English]

The aim of this paper was to analyze the content of physics educational multimedia for high school students regarding the principles of multimedia, structure and content. These principles contain multimedia principle, contiguity, redundancy, speech and personalization. This study was qualitatively conducted. The sample of the study comprised a selection of educational software of physics course for the second year of high school. Using purposive sampling method and due to the shortages of the samples, 11 were selected and were evaluated through content analysis methods. Totally, 15 categories and 97 codes of educational multimedia dimensions including demographic, content and structural features were found and their evidence was studied. Findings showed that for the educational multimedia, more attention was given to demographic features. Considering the structural category, findings showed that the highest content was given to the preliminary section and the least content was given to the peripheral category. Pointing to the content category, which was of the multimedia principles, findings showed that most of the attention was given to the redundancy and speech principles, and the least attention was given to the personalization principle. Each of the given categories can help the researcher as independent issues for future studies serving as underlying principles to meet the problems in educational multimedia and discover a new dimension.

کلیدواژه‌ها [English]

  • Multimedia
  • Content Analysis
  • second-year physics
  • structure

مراجع

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فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی

دوره 5، 4 (پیاپی 20)
تابستان 1394
صفحه 71-95

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