تأثیر تدریس الگوی چرخه‌ی یادگیری مبتنی بر رویکرد سازنده‌گرایی بر انگیزش تحصیلی و خلاقیت دانش‌آموزان دختر پایه‌ی هفتم

نوع مقاله: مقاله علمی - پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی و روانشناسی واحد سبزوار، دانشگاه آزاد اسلامی، سبزوار، ایران.

2 استادیار گروه علوم تربیتی و روانشناسی واحد سبزوار، دانشگاه آزاد اسلامی، سبزوار، ایران

3 کارشناس ارشد مشاوره، واحد سبزوار، دانشگاه آزاد اسلامی، سبزوار، ایران.

10.22084/j.psychogy.2019.15799.1730

چکیده

هدف: پژوهش حاضر با هدف بررسی تأثیر الگوی چرخه‌ی یادگیری مبتنی بر رویکرد سازنده­گرایی بر انگیزش تحصیلی و خلاقیت دانش­آموزان انجام شد.
روش: این پژوهش با روش نیمه آزمایشی‌ از نوع طرح­های پیش‌آزمون و پس‌آزمون با استفاده از گروه کنترل انجام شد. جامعۀ آماری پـژوهش شامل دانش­آموزان دخـتر پایۀ هفتم سبزوار در سـال تحصیلی 95- 1394 بود. تعداد 56 دانش­آموز به روش نمونه­گیری در دسترس به­عنوان نمونه انتخاب شدند. گروه آزمایش 14جلسه 70 دقیقه­ای با روش تدریس الگوی چرخه‌ی یادگیری مبتنی بر رویکرد سازنده­گرایی و گروه کنترل به شیوه‌ی مرسوم آموزش دیدند. ابزار سنجش شامل پرسشنامه­های انگیزش تحصیلی (ولرند و همکاران،1992) و خلاقیت عابدی (1372) بود. برای تجزیه‌وتحلیل داده‌ها، از تحلیل کوواریانس چند متغیری استفاده شد.
یافته­ها: نتایج نشان داد که الگوی چرخه‌ی یادگیری مبتنی بر رویکرد سازنده گرایی بر افزایشانگیزش تحصیلی، خلاقیت و مؤلفه‌های آن شامل سیالی، بسط، ابتکار و انعطاف‌پذیری تأثیر مثبت و معناداری داشته است (01/0>P).
نتیجه­گیری: بر اساس نتایج حاصل، می­توان از ارائه مداخله‌ی مبتنی بر الگوی چرخه‌ی یادگیری مبتنی بر رویکرد سازنده­گراییبرای افزایش انگیزش تحصیلی، خلاقیت و مؤلفه‌های آن (سیالی، بسط، ابتکار و انعطاف‌پذیری) در کلاس‌های درسی استفاده کرد.

کلیدواژه‌ها


عنوان مقاله [English]

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

نویسندگان [English]

  • Ali mohammad Naemi 1
  • Ali Karimi 2
  • Samaneh Faghihi 3
2 Instructor, Department of Education Educational sciences & psycholody, Sabzevar Branch, Islamic Azad University,
چکیده [English]

Objective: 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.

کلیدواژه‌ها [English]

  • Cycle Instructional Model
  • Constructivism Approach
  • academic motivation
  • Creativity
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