تأثير تدريس الگوي چرخه‌ي يادگيري مبتني بر رويكرد سازنده‌گرايي بر انگيزش تحصيلي و خلاقيت دانش‌آموزان دختر پايه‌ي هفتم

The Effectiveness of Learning Cycle Model Based on Constructivist Approachon Students’ Academic Motivation and Creativity in Female Students of 7th Grade

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ اﻟﮕﻮي ﭼﺮﺧﻪي ﯾﺎدﮔﯿﺮي ﻣﺒﺘﻨﯽ ﺑﺮ روﯾﮑﺮد ﺳﺎزﻧﺪهﮔﺮاﯾﯽ ﺑﺮ اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ و ﺧﻼﻗﯿﺖ داﻧﺶآﻣﻮزان اﻧﺠﺎم ﺷﺪ. روش: اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ روش ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ از ﻧﻮع ﻃﺮحﻫﺎي ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﺑﺎ اﺳﺘﻔﺎده از ﮔﺮوه ﮐﻨﺘﺮل اﻧﺠﺎم ﺷﺪ. ﺟﺎﻣﻌﮥ آﻣﺎري ﭘـﮋوﻫﺶ ﺷﺎﻣﻞ داﻧﺶآﻣﻮزان دﺧـﺘﺮ ﭘﺎﯾﮥ ﻫﻔﺘﻢ ﺳﺒﺰوار در ﺳـﺎل ﺗﺤﺼﯿﻠﯽ 95- 1394 ﺑﻮد. ﺗﻌﺪاد 56 داﻧﺶ-آﻣﻮز ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي در دﺳﺘﺮس ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﮔﺮوه آزﻣﺎﯾﺶ 14ﺟﻠﺴﻪ 70 دﻗﯿﻘﻪاي ﺑﺎ روش ﺗﺪرﯾﺲ اﻟﮕﻮي ﭼﺮﺧﻪي ﯾﺎدﮔﯿﺮي ﻣﺒﺘﻨﯽ ﺑﺮ روﯾﮑﺮد ﺳﺎزﻧﺪهﮔﺮاﯾﯽ و ﮔﺮوه ﮐﻨﺘﺮل ﺑﻪ ﺷﯿﻮهي ﻣﺮﺳﻮم آﻣﻮزش دﯾﺪﻧﺪ. اﺑﺰار ﺳﻨﺠﺶ ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ )وﻟﺮﻧﺪ و ﻫﻤﮑﺎران،1992( و ﺧﻼﻗﯿﺖ ﻋﺎﺑﺪي )1372( ﺑﻮد. ﺑﺮاي ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ، از ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﭼﻨﺪ ﻣﺘﻐﯿﺮي اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ اﻟﮕﻮي ﭼﺮﺧﻪي ﯾﺎدﮔﯿﺮي ﻣﺒﺘﻨﯽ ﺑﺮ روﯾﮑﺮد ﺳﺎزﻧﺪه ﮔﺮاﯾﯽ ﺑﺮ اﻓﺰاﯾﺶ اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ، ﺧﻼﻗﯿﺖ و ﻣﺆﻟﻔﻪﻫﺎي آن ﺷﺎﻣﻞ ﺳﯿﺎﻟﯽ، ﺑﺴﻂ، اﺑﺘﮑﺎر و اﻧﻌﻄﺎفﭘﺬﯾﺮي ﺗﺄﺛﯿﺮ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري داﺷﺘﻪ اﺳﺖ )0/01

The study aimed to investigate the effect of the learning cycle model based on the Constructivist approach on students’ academic motivation and creativity in female students of 7th grade. Method: The study method was sub-experimental with pretest-posttest and followed up with a control group. The study population consisted of all 7th grade female students of Sabzevar city in the academic years 2015-2016. 56 female students were selected by available sampling method, then they divided randomly into 2 groups: experimental group (28 people) and control group (28 people). The experimental group educated 14 sessions that each session was 70 minutes by learning cycle model based on the constructivist approach and the control group was taught by the traditional method. Data collection tools were included academic motivation scale (Vallerand et al, 1992) and Abedi creativity questionnaire (1993). To analyze data, multivariable covariance was used. Results: The results showed that the learning cycle model based on the constructivist approach has a significant effect on students’ academic motivation, creativity, and its components included fluency, elaboration, innovation, and flexibility (P<0.01). Conclusion: Based on the results, the model is effective in increasing academic motivation, creativity and its components (fluency, elaboration, initiative, and flexibility) and can be used as a model for teaching in classrooms.