تاثير روش و روش وارونه(معكوس) و دعوت به پژوهش شواب بر عملكرد تحصيلي درس زيست شناسي دانش آموزان پايه‌ي دهم

The Effects of Flipped Classroom and Schwab’s Invitation to Inquiry Method on the Academic Achievement in Biology

هدف كلي از انجام اين پژوهش تاثير روش تدريس وارونه و دعوت به پژوهش شواب بر پيشرفت تحصيلي درس زيست شناسي دانش آموزان پايه­ ي دهم با تعديل­ گري تفكر انتقادي مي­باشد.اين پژوهش، از نوع تحقيق نيمه آزمايشي با پيش آزمون و پس آزمون همراه با گروه كنترل مي­ باشد. و جامعه آماري آن شامل دانش آموزان دختر پايه دهم شهرستان تبريز در سال تحصيلي 95-96مي ­باشد. حجم نمونه متشكل از 69 دانش آموز پايه دهم بود كه به كمك روش خوشه ­اي چند مرحله ­اي انتخاب شدند . ابزارهاي جمع آوري اطلاعات در اين پژوهش شامل پرسشنامه تفكر انتقادي ريتكس و آزمون پيشرفت تحصيلي محقق ساخته در درس زيست شناسي بود. نتايج نشان داد كه تفكر انتقادي تواسته است در پيشرفت تحصيلي دانش آموزاني كه به روش دعوت به پژوهش شواب آموزش ديده ­اند به عنوان تعديلگر عمل كند در حالي­كه در دانش آموزاني كه به روش آموزش ديده ­اند نتوانسته است به عنوان تعديل گر عمل كند.

The purpose of this research is to investigate the effects of flipped classroom and Schwab’s invitation to inquiry method on the academic function on Biology course among students of 10th grade. The research method was semi-experimental and pretest-post test with control group. The population is all 10th grade female students in the region 4 (N=300) of Tabriz city in 2017-2018. The sample was selected by multistage cluster sampling method. Three classes were selected as the sample, in which 23 were assigned to the examination group flipped classroom, and 23 were assigned to the examination group invitation to inquiry, and 22 of were assigned to the controlled group. The tools which were employed for collecting the data included a teacher-made academic achievement test on Biology course. The data were analyzed by ANCOVA analysis method. The results indicated that in, the mean score of achievement in the experimental group invitation to inquiry (M= 17/56±2/05; P= 0.04, F= 4.12) and experimental group Flipped Classroom (M= 17/42±2/55; P= 0.02, f, 5.34) were significantly higher than that in the control group (M= 16/39±2/61). In addition, the results showed that the flipped classroom and Schwab’s invitation to inquiry method led to academic development. The results indicated that the flipped classroom and invitation to inquiry Schwab’s enhanced the students’ academic achievement more than the traditional method.