سنجش نگرش دانشجو-معلمان نسبت به پیادهسازی رویکرد تلفیقی استیم در کلاس درس
کلمات کلیدی:
استیم, نگرش, تربیت معلم, اسکرچ, آموزش ریاضی, فناوری آموزشیچکیده
هدف پژوهش حاضر بررسی تأثیر یک مداخله آموزشی مبتنی بر نرمافزار اسکرچ بر نگرش دانشجو-معلمان آموزش ابتدایی نسبت به رویکرد تلفیقی استیم بود. این پژوهش بهصورت نیمهآزمایشی با طرح پیشآزمون–پسآزمون همراه با گروه کنترل انجام شد. جامعه آماری شامل دانشجویان رشته آموزش ابتدایی دانشگاه فرهنگیان (پردیس مطهری زاهدان) در سال تحصیلی 1405–1404 بود که از میان آنان 70 نفر به روش نمونهگیری در دسترس انتخاب و بهصورت تصادفی در دو گروه آزمایش و کنترل (هر گروه 35 نفر) گمارش شدند. ابزار پژوهش پرسشنامه نگرش به رویکرد استیم شامل 19 گویه در چهار مؤلفه تمایل به اجرا، تفکر و حل مسئله، انگیزش و خودیادگیری، و همکاری و ارتباط بود. روایی ابزار با شاخصهای CVR و CVI (هر دو برابر 1) و پایایی آن با آلفای کرونباخ 0.71 تأیید شد. مداخله شامل یک کارگاه دو هفتهای پروژهمحور مبتنی بر اسکرچ برای گروه آزمایش بود. دادهها با تحلیل واریانس دوطرفه با اندازهگیری مکرر تحلیل شدند. نتایج نشان داد اثر اصلی زمان در گروه آزمایش معنادار بود (p<0.0001) و بیانگر افزایش معنادار نگرش پس از مداخله است، در حالی که در گروه کنترل تغییر معناداری مشاهده نشد (p>0.05). همچنین اثر اصلی گروه در مرحله پسآزمون معنادار بود (p=0.0004)، بهطوریکه میانگین نگرش در گروه آزمایش بهطور معناداری بالاتر از گروه کنترل گزارش شد. مداخله آموزشی مبتنی بر فعالیتهای پروژهمحور در محیط اسکرچ میتواند بهطور معناداری نگرش دانشجو-معلمان را نسبت به اجرای رویکرد استیم بهبود بخشد و زمینه پذیرش روشهای آموزشی نوین را فراهم کند.
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حق نشر 1404 زکیه خلیلی (نویسنده مسئول); مریم فرهمندنژاد (نویسنده)

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