اثربخشی روش تدریس مبتنی بر نقشه‌های مفهومی بر ارتقاء باورهای هوشی و یادگیری خودتنظیم دانش‌آموزان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشیار مطالعات برنامه‌ریزی درسی دانشکده پیراپزشکی، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران

2 استادیار گروه مدیریت آموزشی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران

3 دانشجوی دکترای زبان انگلیسی، واحد ایلام، دانشگاه آزاد اسلامی، ‌ایلام، ایران

4 دستیار پژوهشی دانشکده پیراپزشکی، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران

5 کارشناس ارشد ادبیات عرب، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران

6 دستیار پژوهشی واحد مدیریت پژوهشی، دانشگاه علوم پزشکی کرمانشاه، کرمانشاه، ایران

چکیده

پژوهش حاضر، با هدف تعیین میزان اثربخشی روش تدریس مبتنی بر نقشه‌های مفهومی بر ارتقاء باورهای هوشی و یادگیری خودتنظیم دانش‌آموزان انجام گرفته است. مطالعه به روش شبه تجربی انجام شد. جامعه آماری پژوهش، شامل دانش‌آموزان پسر سال سوم دوره متوسطه اول شهرستان سرپل ذهاب در سال 1395 بود. به روش نمونه‌گیری تصادفی خوشه‎ای‎ چند‌مرحله‎ای، 56 نفر در دو گروه آزمایش و کنترل به عنوان نمونه انتخاب شدند. برای گردآوری داده‎ها از دو پرسش‎نامه استاندارد مقیاس باورهای هوشی و پرسش‎نامه یادگیری خودتنظیم استفاده شد. داده‎ها با استفاده از آزمون تحلیل واریانس چندمتغیره و آزمون کوواریانس مورد تحلیل قرار گرفت. یافته‎ها نشان داد که بین گروه آزمایش و کنترل در پس‌آزمون، تفاوت معنی‌داری یافت شد. هم‎چنین، بین گروه‎ها از لحاظ خرده مقیاس‌های باورهای هوشی ذاتی و باورهای هوشی افزایشی، راهبرد شناختی و مدیریت منابع تفاوت معنی‌دار یافت شد. ولی، این تفاوت‌ها در خرده مقیاس‌های راهبرد فراشناختی معنی‌دار نبود. به نظر میرسد، استفاده از روش تدریس مبتنی بر نقشه‌های مفهومی، به خوبی توانسته است، باورهای هوشی و یادگیری خودتنظیم دانش‌آموزان را ارتقاء دهد. با توجه به نتایج این مطالعه به منظور ارتقاء باورهای هوشی و یادگیری خودتنظیم، استفاده از روش نقشه مفهومی پیشنهاد می‌شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of Conceptual Mapping Teaching Methods on Promoting Intellectual Believes and Self-Regulatory Learning of Students

نویسندگان [English]

  • Yahya Safari 1
  • Farank Mousavi 2
  • Keivan Azizi 3
  • Nasrin Yousefpoor 4
  • Eslam Mohammadi Golini 5
  • Ameneh Safari 6
1 Associate Professor of Curriculum Planning Studies of Paramedical Faculty, Kermanshah University of Medical Sciences, Kermanshah, Iran
2 Assistant Professor, Kermanshah Brand, Islamic Azad University, Kermanshah, Iran
3 Ph.D. Student in English Literature, Ilam Branch, Islamic Azad University, Ilam, Iran
4 Research Assistant of Paramedical Faculty, Kermanshah University of Medical Sciences, Kermanshah, Iran
5 M.A. in Arabic Literature, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
6 Research Assistant of Research Director of the Paramedical Faculty, Kermanshah University of Medical Sciences, Kermanshah, Iran
چکیده [English]

The present study was aimed to determining the effectiveness of conceptual mapping teaching methods on promoting intellectual believes and self-regulatory learning of students. The method of study was semi experimental. The statistical population was all of male high school students in grade one in Sarpol-e-Zahab city in 2016.  56 students were selected by multi stage cluster random sampling and assigned in to two experimental and control group. The tools of data collecting were two standard questionnaires: intelligence beliefs and self-regulation learning. The Data were analyzed using multivariate analysis of variance (MANCOVA) and covariance (ANCOVA) test. The results showed that there is a significant difference between experimental and control groups in posttest. Also there was a significant difference between experimental and control groups regard to subscale: incremental and innate intelligence, cognitive strategies, management of resources. But related to subscales of metacognitive strategies, there was no significant differences. It seems that the use of conceptual mapping teaching method has been able to promote intelligence beliefs and student self-regulation learning. According to result of this study to promoting intelligence beliefs' and self-regulation learning, use of concept mapping method is suggested.

کلیدواژه‌ها [English]

  • Intelligence beliefs
  • self-regulation learning
  • concept mapping
  • students

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