اﻧﺪازهٔ اﺛﺮ دارﺑﺴﺖ ﻋﻘﻠﯽ ﻣﺪﯾﺮﯾﺖ آﻣﻮزش در ﮐﺎرﺑﺮد ﺗﮑﻨﻮﻟﻮژي ﻫﺎي ﻧﻮﯾﻦ آﻣﻮزﺷﯽ ﺑﺮ اﻧﮕﯿﺰش و ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ در درس ﻋﻠﻮمِ داﻧﺶ آﻣﻮزان دﺧﺘﺮ ﭘﺎﯾﻪٔ ﭘﻨﺠﻢ اﺑﺘﺪاﯾﯽ

The effect of intellectual scaffolding on educational management in the application of new educational technologies on academic motivation and academic achievement in science courses for female students in the fifth grade of elementary school

ﻫــﺪف اﺻــﻠﯽ ﭘــﮋوﻫﺶ ﺣﺎﺿــﺮ ﺑﺮرﺳــﯽ اﻧــﺪازهٔ اﺛــﺮ دارﺑﺴــﺖ ﻋﻘﻠــﯽ ﻣــﺪﯾﺮﯾﺖ آﻣــﻮزش در ﮐــﺎرﺑﺮد ﺗﮑﻨﻮﻟﻮژي ﻫﺎي ﻧﻮﯾﻦ آﻣﻮزﺷﯽ ﺑﺮ اﻧﮕﯿﺰش و ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ در درس ﻋﻠﻮمِ داﻧﺶ آﻣـﻮزان دﺧﺘـﺮ ﭘﺎﯾـ ﻪٔ ﭘﻨﺠﻢ اﺑﺘﺪاﯾﯽ ﺑﻮد. روش ﻣﻄﺎﻟﻌﻪ ﺷﺒﻪ آزﻣﺎﯾﺸﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷـﺎﻣﻞ داﻧـﺶ آﻣـﻮزان دﺧﺘـﺮ ﭘﺎﯾـ ﻪٔ ﭘـﻨﺠﻢ اﺑﺘــﺪاﯾﯽ در ﻣﻨﻄﻘــﻪ 1 و 2 ﺷــﻬﺮ ﺗﻬــﺮان ﺑﻮدﻧــﺪ. ﺣﺠــﻢ ﻧﻤﻮﻧــﻪ ﺑــﺮ اﺳــﺎس ﺟــﺪول ﮐﺮﺟﺴــﯽ ﻣﻮرﮔــﺎن 297 داﻧﺶ آﻣﻮز ﺗﻌﯿﯿﻦ ﺷﺪ ﮐﻪ 148 ﻧﻔﺮ در ﮔﺮوه آزﻣﺎﯾﺶ و 149 ﻧﻔﺮ در ﮔـﺮوه ﮐﻨﺘـﺮل ﮔﻨﺠﺎﻧـﺪه ﺷـﺪﻧﺪ . اﺑـﺰار اﻧﺪازه ﮔﯿﺮي ﭘﺮﺳﺸﻨﺎﻣﻪ اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ ﻫﺎرﺗﺮ )1981( ﺑﻮد. ﭘﺲ از اﺟﺮاي ﭘﯿﺶ آزﻣﻮن، اﻟﮕﻮي ﻣـﺪﯾﺮﯾﺖ آﻣﻮزش ﺑﺮ اﺳﺎس دارﺑﺴﺖ ﻋﻘﻠﯽ ﻣﺪﯾﺮﯾﺖ آﻣﻮزش در ﮐﺎرﺑﺮد ﺗﮑﻨﻮﻟﻮژي ﻫـﺎ ي ﻧـﻮﯾﻦ آﻣﻮزﺷـﯽ در درس ﻋﻠﻮم ﺑﺮاي ﮔﺮوه آزﻣـﺎﯾﺶ و روش ﺗـﺪرﯾﺲ ﺳـﻨﺘﯽ ﺑـﺮاي ﮔـﺮوه ﮐﻨﺘـﺮل ﺑـﻪ ﮐـﺎر ﮔﺮﻓﺘـﻪ ﺷـﺪ و در ﭘﺎﯾـﺎن ﭘﺲ آزﻣﻮن از ﻫﺮ دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﺑﻪ ﻋﻤﻞ آﻣﺪ. ﻧﺘﺎﯾﺞ آزﻣﻮن t زوﺟﯽ ﻧﺸﺎن داد دارﺑﺴﺖ ﻋﻘﻠﯽ ﻣﺪﯾﺮﯾﺖ آﻣﻮزش در ﮐﺎرﺑﺮد ﺗﮑﻨﻮﻟﻮژي ﻫﺎي ﻧﻮﯾﻦ آﻣﻮزﺷـﯽ ﺑـﺮ اﻧﮕﯿـﺰش و ﭘﯿﺸـﺮﻓﺖ ﺗﺤﺼـﯿﻠﯽ در درس ﻋﻠﻮمِ داﻧﺶ آﻣﻮزان دﺧﺘﺮ ﭘﺎﯾﻪٔ ﭘﻨﺠﻢ اﺑﺘﺪاﯾﯽ ﻣﺆﺛﺮ اﺳﺖ )0/01 < p(. ﻧﺘﯿﺠﻪ اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﻧﺸﺎن داد ﻣـ ﯽ ﺗـﻮان از اﯾﻦ اﻟﮕﻮي ﺗﺪرﯾﺲ در اﻓﺰاﯾﺶ اﻧﮕﯿﺰش و ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ در درس ﻋﻠﻮم اﺳﺘﻔﺎده ﮐﺮد.

The main purpose of the present study was to investigate the "scale" of the effect of intellectual scaffolding on educational management in the application of new educational technologies on academic motivation and academic achievement in the science course for fifth grade elementary school girls. The study method was quasi-experimental. The statistical population included fifth grade elementary school girls in Districts 1 and 2 of Tehran. The sample size was 297 students based on the Morgan Curriculum Table, of which 148 in the experimental group and 149 in the control group. The measuring instrument was Harter's Educational Motivation Questionnaire (1981). After pre-test, model of management education based on the scaffold rational management of training in the use of new technologies training in science for experimental and traditional teaching methods applied to the control group, and at the end of the test both control and experimental groups were controled. The results of t-test showed that the intellectual scaffolding of educational management in the application of new educational technologies is effective on motivation and academic achievement in the science course of fifth grade elementary school girls (p <0.01). The results of this study showed that this teaching model is applicable to increase motivation and academic achievement in science.