نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

تأثیر یادگیری مبتنی بر استیم بر درک مفهومی دانش‌آموزان دوره ابتدایی روستایی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 Tarbiat-e-Moallem St, Shahid Farahzadi Blv, Qods
2 معلم، مدرسه ابتدایی بهشت آیین، روستای بیشه‌ سر، بابل، ایران
3 دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه تهران، تهران، ایران
4 معاون آموزشی، مدرسه ابتدایی شاهد، ساری، ایران
چکیده
چکیده: در مطالعه حاضر، اثربخشی آموزش مبتنی بر استیم بر درک مفهومی دانش‌آموزان ابتدایی یکی از مدارس روستایی شهرستان بابل از مبحث گیاهان مورد بررسی قرار گرفت. طرح پژوهش شبه آزمایشی با پیش آزمون و پس‌آزمون با گروه آزمایش و گروه گواه بود. جامعه آماری این پژوهش دانش‌آموزان دختر پایه پنجم در سال تحصیلی 1404-1403 می‌باشد. نمونه مورد بررسی شامل 24 دانش‌آموز دختر پایه پنجم که با روش نمونه‌گیری در دسترس و بر اساس دانش قبلی خود در درس علوم به دو گروه دوازده نفره آزمایش و گواه تقسیم شدند. گروه آزمایشی به مدت 5 هفته در معرض آموزش مبتنی بر استیم قرار گرفته و گروه گواه در همان مدت، آموزش معمول و سنتی را دریافت نمودند. همسانی درونی پیش‌آزمون و پس‌آزمون به ترتیب با ضریب آلفای کرونباخ 793/0 و 762/0 تأیید و نرمال بودن داده‌های حاصل از آن‌ها به روش شاپیرو-ویلک محاسبه شد. بر اساس یافته‌ها، یادگیری استیم-محور در بهبود درک مفهومی دانش‌آموزان اثرگذار است.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

The Effect of STEAM-Based Learning on Conceptual Understanding of Rural Elementary School Students

نویسندگان English

Ebrahim Zarei 1
Somayeh Golaghaei Darzi 2
Ehsan Alinia Bengar 3
Halimeh Mohammadnejad 4
1 Tarbiat-e-Moallem St, Shahid Farahzadi Blv, Qods
2 Teacher, Behesht Ain Elementary School, Bishesar Village, Babol, Iran
3 PhD student in Curriculum Planning, University of Tehran, Tehran, Iran
4 Educational Assistant, Shahed Elementary School, Sari, Iran
چکیده English

This study investigated the effectiveness of STEAM-based instruction regarding plants on the conceptual understanding of elementary school students in a rural school in Babol city. The research design was a quasi-experimental pre-test and post-test with experimental and control groups. The statistical population of this research consisted of fifth-grade girls in the academic year 2024-2025. The sample consisted of 24 fifth-grade girls who were divided into two groups of twelve using convenience sampling based on their prior knowledge in science. The experimental group received STEAM-based instruction for 5 weeks, while the control group received traditional instruction during the same period. The internal consistency of the pre-test and post-test was confirmed using Cronbach’s alpha coefficient of 0.793 and 0.762, respectively, and the normality of the data was calculated using the Shapiro-Wilk test. Based on the findings, STEAM-based instruction is effective in improving students’ conceptual understanding.

کلیدواژه‌ها English

STEAM
Science
Rural Elementary Students
Conceptual Understanding
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