مجله توسعه آموزش جندی شاپور اهواز

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طراحی و اثربخشی آموزش گروهی مبتنی بر نظریه بارشناختی بر پیشرفت تحصیلی مفاهیم جبر، بارشناختی ادراک شده، رفتار پیشرفت و کارایی در یادگیری

نویسندگان

1 دانشجوی دکترای روانشناسی تربیتی، دانشکده روانشناسی تربیتی، دانشگاه سمنان، سمنان، ایران.

2 عضو هیات علمی، گروه روانشناسی تربیتی

3 عضو هیات علمی، گروه روانشناسی تربیتی، دانشکده روانشناسی تربیتی، سمنان.، ایران

چکیده

نظریه بار شناختی تا امروز سهم مهمی در حوزه یادگیری و طراحی آموزشی ایجاد کرده است. هدف عمده این مطالعه به کارگیری اصول نظریه بارشناختی در طراحی یک برنامه آموزشی مفاهیم جبر دردانش آموزان پایه هفتم بود. شرکت کنندگان 56 دانش آموز دختر پایه هفتم بودند. برای انتخاب آنها، از مدارس راهنمایی دولتی منطقه 6 شهر تهران دو مدرسه به صورت تصادفی انتخاب شدند، که یک مدرسه به عنوان گروه آزمایش و مدرسه دیگر به عنوان گروه کنترل در نظر گرفته شد. برنامه آموزشی مبتنی بر اثرات بارشناختی در گروه آزمایش و برنامه آموزشی سنتی در گروه کنترل اجرا شد. شرکت کنندگان آزمون مفاهیم جبر، مقیاس درجه بندی ذهنی بار شناختی و اندازه های کارایی پاس و مرینبوئر، و مجموعه تکالیف سنجش رفتار پیشرفت را تکمیل کردند. داده ها با مدل تحلیل کوواریانس، تحلیل واریانس چند متغیری و مدل مجذورکای تحلیل شدند. یافته ها نشان داد که در گروه تحت آموزش با برنامه آموزشی طراحی شده با اصول بار شناختی، پیشرفت تحصیلی، کارایی، پافشاری در حل تکالیف و تلاش برای دادن پاسخ های درست بالاتر از گروه کنترل بود. هم چنین، دانش آموزان گروه آزمایش بار شناختی پایین تری از دانش آموزان گروه کنترل ادراک می کردند و نسبت انتخاب مسائل با دشواری متوسط در این گروه به طور معناداری بیشتر بود. برنامه آموزشی مبتنی بر اصول بار شناختی، پیشرفت و رفتارهای مرتبط با آن را در دانش آموزان بهبود می بخشد. تلویحات کاربردی یافته ها مورد بحث قرار گرفت.

کلیدواژه‌ها

عنوان مقاله [English]

The Development and Effectiveness of Cognitive Load Theory Group Teaching on Algebra Concept, the Perceived Cognitive Load, Achievement Behaviors and Efficiency in Learning

نویسندگان [English]

  • Maryam Rostami 1
  • Siavash Talepasand 2
  • Mohammadali Mohammadyfar 3

1 Ph.D student in Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran

2 Faculty Member, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.

3 Faculty Member, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran.

چکیده [English]

Cognitive load theory has made an important contribution in the field of learning up today.The objective of this study was applying the principles of cognitive load theory in development an educational plan for algebra concept, the perceived cognitive load, achievement behaviors and efficiency in learning. Participants included 56 girl students from 7th grade. Two schools were randomly selected among the secondary schools of district 6 of Tehran, and assigned one as the experimental group and the other as the control group. Educational program based on cognitive load effects was run in the experimental group. Participants completed algebra concepts test, subjective grading scale of cognitive load, efficiency measures of Pass and Merriënboer, and a measure of achievement behavior assignments. The data were analyzed using of covariance analysis, multivariate analysis of variance, and chi-square analysis. Results showed that in the experimental group the academic achievement in algebra concept, efficiency, persistence on homework, and making effort to give correct responses was higher than the control group. Also, students perceived lower cognitive load compared to the control group and selecting problems with average difficulty was significantly higher in the experimental group. The Educational plan based on the principles of cognitive load improves achievement and the related behaviors in students. Practical implications of results are discussed.

کلیدواژه‌ها [English]

  • Cognitive Load
  • Academic Achievement in Algebra Concepts
  • Efficiency
  • Achievement. behavior
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مجله توسعه آموزش جندی شاپور اهواز
دوره 8، ویژه نامه
خرداد 1396
صفحه 1-9
فایل ها
هم رسانی
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