تأثير آموزش علوم تجربي با رويكرد درس پژوهي بر خودكارآمدي ادراك شده معلمان و نگرش دانش آموزان دوره اول متوسطه

The effect of teaching empirical science with the Lesson Study approach on perceived Self-efficacy of teachers and students attitude in first level of high school

ﻫﺪف: ﻣﻘﺎﻟﻪ ﺣﺎﺿﺮ ﺑﻪ ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ آﻣﻮزش ﻋﻠﻮم ﺗﺠﺮﺑﯽ ﺑﺎ روﯾﮑﺮد درس ﭘﮋوﻫﯽ ﺑﺮ ﺧﻮدﮐﺎرآﻣﺪي ادراك ﺷﺪه ﻣﻌﻠﻤﺎن و ﻧﮕﺮش داﻧـﺶ آﻣﻮزان دوره اول ﻣﺘﻮﺳﻄﻪ ﭘﺮداﺧﺘﻪ اﺳﺖ. روش: اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ روش ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶ آزﻣـﻮن ﭘﺲ آزﻣﻮن اﻧﺠﺎم ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري، دﺑﯿﺮان و داﻧﺶآﻣﻮزان دﺧﺘـﺮ ﭘﺎﯾﻪ ﻫﺸﺘﻢ ﺷﻬﺮﺳﺘﺎنﻫﺎي اﺳﺘﺎن ﺗﻬﺮان ﺑـﻪ روش ﺧﻮﺷـﻪ اي ﭼﻨـﺪ ﻣﺮﺣﻠﻪ اي ﺑﺎ ﺣﺠﻢ ﻧﻤﻮﻧﻪي120 داﻧﺶآﻣﻮز )ﭼﻬﺎر ﮐﻼس 30 ﻧﻔـﺮه( و 12 دﺑﯿــﺮ اﻧﺘﺨــﺎب و در دو ﮔــﺮوه آزﻣــﺎﯾﺶ و ﮐﻨﺘــﺮل ﺑــﻪ روش ﺗﺼﺎدﻓﯽ ﻗﺮار ﮔﺮﻓﺖ. ﭘﺮﺳﺸﻨﺎﻣﻪ ﺧﻮدﮐﺎرآﻣﺪي ادراكﺷﺪه ﻣﻌﻠﻤـﺎن ﻗﺒﻞ از اﺟﺮاي ﭘﯿﺶآزﻣﻮن ﺗﻮﺳﻂ دﺑﯿﺮان ﺗﮑﻤﯿـﻞ ﮔﺮدﯾـﺪ. ﺳـﭙﺲ ﻃﺮح ﺗﻮﺟﯿﻬﯽ ﻣﻌﻠﻤﺎن ﺑـﻪ ﻣـﺪت 5 ﺟﻠﺴـﻪ ﺑـﺎ اﻧﺘﺨـﺎب 6 ﻣﺒﺤـﺚ ﺑﻪ ﻣﺪت 6 ﻫﻔﺘﻪ در ﮐﻼس درس اﺟﺮا ﺷﺪ. ﭘﯿﺶآزﻣﻮن ﻧﮕﺮش ﻗﺒﻞ از اﺟــﺮاي ﻃــﺮح درس دوم ﺑــﺎ اﺳــﺘﻔﺎده از ﭘﺮﺳﺸــﻨﺎﻣﻪ ﻧﮕــﺮش داﻧﺶ آﻣﻮزان ﻧﺴﺒﺖ ﺑﻪ ﻋﻠﻮم از ﮔﺮوه آزﻣﺎﯾﺶ ﮔﺮﻓﺘﻪ ﺷﺪ. در ﭘﺎﯾﺎن اﺟﺮاي دوره، ﭘﺲآزﻣﻮن ﺑﺎ اﺳﺘﻔﺎده از ﭘﺮﺳﺸـﻨﺎﻣﻪ ﮔﺮﻓﺘـﻪ ﺷـﺪ. در ﺗﺤﻠﯿﻞ دادهﻫﺎ از ﺷﺎﺧﺺﻫـﺎي آﻣـﺎر ﺗﻮﺻـﯿﻔﯽ)ﻣﯿﺎﻧﮕﯿﻦ ، اﻧﺤـﺮاف ﻣﻌﯿﺎر( و آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ )ﺗﺤﻠﯿﻞ ﮐﻮارﯾﺎﻧﺲ( اﺳﺘﻔﺎده ﮔﺮدﯾﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﺑﺮرﺳﯽ ﻧﺸـﺎن داد ﮐـﻪ آﻣـﻮزش ﻋﻠـﻮم ﺗﺠﺮﺑـﯽ ﺑـﺎ روﯾﮑﺮد درس ﭘﮋوﻫﯽ ﺑﺮ ﺧﻮدﮐﺎرآﻣﺪي ادراكﺷﺪه ﻣﻌﻠﻤﺎن و ﻧﮕﺮش داﻧﺶ آﻣﻮزان دوره اول ﻣﺘﻮﺳﻄﻪ ﻣﺆﺛﺮ اﺳﺖ.

Purpose: This article examines The effect of teaching empirical science with the Lesson Study approach on perceived Self-efficacy of teachers and students attitudes in first level of high school. Method: This research was carried out using a semi-experimental design with pre-test post-test design. The statistical population of the study- teachers and female students of the eighth grade city of Tehran province- was selected by a multistage cluster sampling method with 120 students (in 4 classes,each class 30 members) and 12 teachers selected by random sampling method and were assigned in two groups called control and exprimental. The teachers' perceived self-efficacy questionnaire was completed by the teachers before the implementation of pre-test. Then, the teachers' training plan was conducted for 5 sessions by selecting 6 topics and performing for 6 weeks in the classroom. Pre-test attitude was taken before the implementation of the second lesson plan by using the students' attitude towards the sciences questionnaire from the experimental group. At the end of the course, the post-test was taken by using of questionnaire. In analyzing data, descriptive statistics (mean, standard deviation) and inferential statistics (covariance analysis) were used. Findings: The results of the study showed that the teaching of experimental sciences with the Lesson Study approach is effective on perceived self-efficacy of teachers and attitude of first step highschool students.