اثربخشي روش تدريس مبتني بر شبيه سازي درس فيزيك بر يادگيري خودراهبر دانش آموزان متوسطه دوم

The effectiveness of simulation-based physics education on self-directed learning for high school students

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ اﺛﺮﺑﺨﺸﯽ ﺗﺪرﯾﺲ ﻣﺒﺘﻨﯽ ﺑﺮ ﺷﺒﯿﻪﺳﺎزي درس ﻓﯿﺰﯾﮏ ﺑﺮ ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ داﻧﺶآﻣﻮزان ﻣﺘﻮﺳﻄﻪ دوم ﺑﻮد. اﯾﻦ ﭘﮋوﻫﺶ روي د اﻧﺶ آﻣﻮزان ﭘﺎﯾﻪ دوازدﻫﻢ رﺷﺘﮥ ﻋﻠﻮم ﺗﺠﺮﺑﯽ ﺷﻬﺮ اﺻﻔﻬﺎن ﺑﺎﻟﻎ ﺑﺮ 7358 ﻧﻔﺮ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1397-98ﺑﻪ روش ﻧﯿﻤﻪ ﺗﺠﺮﺑﯽ و ﺑﺎ ﻃﺮح ﭘﯿﺶ آزﻣﻮن - ﭘﺲ آزﻣﻮن ﺑﺎ ﮔﺮوه ﮔﻮاه اﻧﺠﺎم ﺷﺪ. از اﯾﻦ رو 54 ﻧﻔﺮ از داﻧﺶآﻣﻮزان دﺑﯿﺮﺳﺘﺎن ﻣﺎ ﻧﺪﮔﺎر ﺳﻌﺪي ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي در دﺳﺘﺮس در دو ﮐﻼس 27 ﻧﻔﺮه ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ ﺳﺎده ﺑﻪ ﻋﻨﻮان ﮔﺮوه آزﻣﺎﯾﺶ و ﮔﻮاه ﺗﻘﺴﯿﻢ ﺑﻨﺪي ﺷﺪﻧﺪ. ﮔﺮوه آزﻣﺎﯾﺶ ﻧﻤﻮﻧﮥ ﺷﺒﯿﻪ ﺳﺎزﻫﺎي درس ﻓﯿﺰﯾﮏ ﻣﺒﺎﺣﺚ ﻓﯿﺰﯾﮏ اﺗﻤﯽ و ﻫﺴﺘﻪ اي( را از ﭘﺎﯾﮕﺎه اﯾﻨﺘﺮﻧﺘﯽ داﻧﺸﮕﺎه ﮐﻠﺮادو ﺑﻮﻟﺪر ﮐﻪ در ﻣﺒﺎﺣﺚ ﺑﻪ ﮐﺎر رﻓﺘﻪ ﻫﻤﺨﻮاﻧﯽ داﺷﺘﻪ و اﮐﺜﺮ ﻣﻔﺎﻫﯿﻢ ﭘﺎﯾﻪ اي را در ﺧﻮد دارد را در آزﻣﺎﯾﺸﮕﺎه راﯾﺎﻧﮥ دﺑﯿﺮﺳﺘﺎن و ﮔﺮوه ﮐﻨﺘﺮل ﺑﺎ روش ﺗﺪرﯾﺲ ﺳﻨﺘﯽ ﺳﺨﻨﺮاﻧﯽ( در 16 ﺟﻠﺴﮥ 90 دﻗﯿﻘﻪاي، ﺑﻪ ﻣﺪت 8 ﻫﻔﺘﻪ درﯾﺎﻓﺖ ﮐﺮدﻧﺪ. ﺟﻬﺖ ﺳﻨﺠﺶ ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ ﺑﺮ اﺳﺎس دﯾﺪﮔﺎه ﮔﺎرﯾﺴﻮن )1997,Garrison( در ﺳﻪ ﺧﺮده ﻣﻘﯿﺎسِ ﺧﻮدﻣﺪﯾﺮﯾﺘﯽ، ﺧﻮد رﻏﺒﺘﯽ و ﺧﻮدﻧﻈﺎرﺗﯽ، از آزﻣﻮن ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ ﻓﯿﺸﺮ و ﻫﻤﮑﺎران )2001 ,Fisher & et al.( ﮐﻪ ﭘﺎﯾﺎﯾﯽ آن ﺑﺎ اﺳﺘﻔﺎده از ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮاﻧﺒﺎخ 0/84 ﺑﺪﺳﺖ آﻣﺪ، اﺳﺘﻔﺎده ﺷﺪ. دادهﻫﺎي ﭘﮋوﻫﺶ ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮم اﻓﺰار SPSS 25 در دو ﺳﻄﺢ آﻣﺎر ﺗﻮﺻﯿﻔﯽ ﻣﯿﺎﻧﮕﯿﻦ و اﻧﺤﺮاف ﻣﻌﯿﺎر( و اﺳﺘﻨﺒﺎﻃﯽ )ﺗﺤﻠﯿﻞ ﮐﻮارﯾﺎﻧﺲ( ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﻧﺸﺎن داد، روش ﺗﺪرﯾﺲ ﻣﺒﺘﻨﯽ ﺑﺮ ﺷﺒﯿﻪﺳﺎزي ﺗﻮاﻧﺴﺘﻪ ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ را در ﻓﺮاﮔﯿﺮان رﺷﺪ داده و ﺗﻔﺎوت ﻣﺸﺎﻫﺪه ﺷﺪه در ﻫﺮ ﺳﻪ ﺧﺮده ﻣﻘﯿﺎس ﺧﻮدﻣﺪﯾﺮﯾﺘﯽ، ﺧﻮدرﻏﺒﺘﯽ و ﺧﻮدﻧﻈﺎرﺗﯽ ﻣﻌﻨﺎدار ﺑﻮد.

The aim of this study was to investigate the effectiveness of simulation-based teaching in physics on self-directed learning of secondary school students.This study was performed on12th grade students of Isfahan Experimental Sciences with7358 students by quasi-experimental method and with pre-test-post-test design with control group in the academic year2018-2019. Therefore,54students of Mandegar Saadi High School were randomly divided into experimental and control groups by available sampling method in two classes of 2 7students The experimental group received physics simulators (atomicand nuclear physics subjects) from the University of Colorado Boulder Web site that matched the topics used and contained most of the basic concepts in the high school computer lab and control group with traditional teaching method (lecture) 1 6 sessions of 90 minutes, they received for 8 weeks. Self-centered learning was measured by self-directed learning test by Fisher et al. (2001) based on Garrison (1997) in three subscales of self-management, Self-motivation and self-monitoring Which is Cronbach's alpha coefficient of 0.84. Research data were analyzed using SPSS 25 software at two levels of descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance). The results showed that the teaching method based on simulation has the ability of self-centered learning in students and there is self-management, Self-motivation and self-monitoring in all three subscales