تعیین ساختار شناختی دانشِ دانش آموزان سال سوم دبیرستان با استفاده از نظریه فضای دانش

نویسنده
آیت سعادت طلب
دانشگاه خوارزمی
چکیده
هدف پژوهش حاضر بررسی و مقایسه تأثیر آموزش به دو شیوه نقشه­های مفهومی و سنتی بر یادگیری دانش­آموزان درباره مفاهیم درس شیمی­سال سوم دبیرستان است که با استفاده از تئوری فضای دانش به تجزیه و تحلیل آن پرداخته شده است. جامعه آماری این پژوهش شامل کلیه دانش­آموزان سال سوم دبیرستان پسرانه شهرستان ایلام (250 نفر) در سال تحصیلی 1392-1391 می­باشد در این پژوهش از نمونه در دسترس استفاده شده و دو کلاس سوم دبیرستان از مدارس امام علی(ع) و صاحب الزمان (عج) بطور تصادفی برای روش تدریس کاوشگری و سنتی انتخاب شدند. تعداد دانش­آموزان هر یک از این دو گروه 64 نفر بوده و این پژوهش به روش شبه­تجربی اجرا گردید. برای گردآوری داده­ها از آزمون­های یادگیری و نگرش­سنج محقق­ساخته استفاده و بصورت پیش­آزمون و پس­آزمون انجام شد. روایی آنها توسط پنج نفر از اساتید علوم تربیتی و ده نفراز اساتید و معلمان شیمی مورد تایید گرفت. برای پایایی آزمون از آلفای کرانباخ استفاده شد­که مقدار آن برای دانش و نگرش به ترتیب برابر 79/0 و 74/0 بدست آمد. برای تجزیه و تحلیل داده­ها از تئوری فضای دانش و نرم افزار­آماری پاتر استفاده شده و برای مقایسه میانگین گروه­ها آزمون t انجام شد. پس آزمون نشان داد تفاوت نگرش در دو گروه معنی­دار است و ساختارهای دانش گروه کاوشگری منسجم­تر بوده و مسیر بحرانی آموزش آن متفاوت از مسیر گروه سنتی است.
کلیدواژه‌ها
تئوری فضای دانش
استوکیومتری
آموزش کاوشگری

عنوان مقاله English

Determining cognitive structure of students’ knowledge with using Knowledge Space Theory

نویسنده English

علی یاسینی
دانشگاه ایلام
چکیده English

This study examined the effect of concept maps and traditional ways of teaching to students’ learning about the concepts of third year high school chemistry course and to analyze this effect, knowledge space theory is used. Semi – experimental method with pre and post test were used and the population of this study consisted of all students (N=250) in the third year of secondary school in the city of Ilam. The sample used in this study selected via convenience sampling and two high school class were selected randomly to investigate the traditional and inquiry teaching methods. To collect the data, learning and attitude research made questionnaire was done in which their validity were approved by five professors of education and ten chemistry professors and teachers. Reliability assessed via Cronbach Alpha and the amount of 0.79 and 0.74 estimates to knowledge and attitude respectively. To analyze the data, knowledge space theory and Potter software was used. Comparison between groups was performed using t-test and results of post test showed significant difference between the groups' attitudes and knowledge structures of inquiry method more cohesive and its training critical path is different than the traditional group.

کلیدواژه‌ها English

Knowledge space theory
Stoichiometry
inquiry training
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