
تعداد نشریات | 31 |
تعداد شمارهها | 334 |
تعداد مقالات | 3,274 |
تعداد مشاهده مقاله | 4,073,541 |
تعداد دریافت فایل اصل مقاله | 4,879,361 |
اثربخشی یادگیری مبتنی بر پروژه بر هیجانات تحصیلی دانشجویان فیزیک | ||
تدریس پژوهی | ||
مقاله 8، دوره 10، شماره 2، تیر 1401، صفحه 192-170 اصل مقاله (1.11 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): https://doi.org/10.34785/J012.2022.032 | ||
نویسندگان | ||
حسین واحدی* 1؛ ناصر کریمی2 | ||
1استادیار گروه علوم تربیتی و روان شناسی، دانشگاه فرهنگیان، تهران، ایران | ||
2استادیار گروه علوم پایه، دانشگاه فرهنگیان، تهران، ایران | ||
چکیده | ||
پژوهش حاضر با هدف بررسی تأثیر یادگیری مبتنی بر پروژه بر هیجانات تحصیلی دانشجویان فیزیک، در درس مبانی الکتریسیته و مغناطیس، در دانشگاه فرهنگیان صورت گرفت. روش پژوهش از نوع نیمه آزمایشی بهصورت پیشآزمون و پسآزمون با گروه کنترل است. از جامعه آماری دانشجویان رشته فیزیک دانشگاه فرهنگیان در سالتحصیلی 99-1398، چهار کلاس رشته فیزیک، بهصورت نمونه در دسترس انتخاب و بهصورت تصادفی در دو گروه آزمایش و کنترل جای گرفتند. دانشجویان کلاسهای گروه آزمایش به مدت 14 جلسه در نیمسال اول، به روش یادگیری مبتنی بر پروژه، آموزش دیدند و همزمان دانشجویان کلاسهای گروه کنترل به روش سنتی آموزش دیدند. آزمون هیجانات تحصیلی پکران در هر دو گروه قبل و بعد از آموزش بهصورت پیشآزمون و پسآزمون گرفته شد. دادههای حاصل با استفاده از روش تحلیل کوواریانس چندراهه تحلیل شد. نتایج بهدستآمده از تحلیل دادهها نشان داد که بین گروه آزمایش و گروه کنترل در هیجاناتتحصیلی مثبت و منفی (هیجانهای مربوط به کلاس و هیجانهای مربوط یادگیری) تفاوت معنیدار وجود دارد. دانشجویان گروههای آزمایش در مقایسه با گروه کنترل، میزان هیجانات مثبت بیشتر و هیجانات منفی کمتری را نشان دادند. نتایج این پژوهش، اثربخشی روش یادگیری مبتنی بر پروژه را در افزایش هیجانات تحصیلی مثبت و کاهش هیجانات تحصیلی منفی دانشجویان فیزیک، مورد تأیید قرارداد. | ||
کلیدواژهها | ||
یادگیری مبتنی بر پروژه؛ هیجانات تحصیلی؛ دانشجویان فیزیک | ||
مراجع | ||
Aydın, S., Demir, A. T., & Göksu, V. (2017). The effects of project based learning process on the academic self-efficacy and motivation of middle school students. Bartin University Journal of Faculty of Education, 6(2), 676-688. Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House, 83(2), 39–43. Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform curriculum and equity. Journal for Research in Mathematics Education, 33(4), 239-258. Chadjipadelis, T., & Andreadis, I. (2006). Use of projects for Teaching Social Statistics: case study. International Conference on Teaching statistics (ICOTS 7). Available from: https://www.ime.usp.br/~abe/ICOTS7/Proceedings/PDFs/ InvitedPapers/8C3_CHAD.pdf Chen W., & Yu S. (2019). “Longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System”, 82, 83-96. Choi, J., Lee, J. H., & Kim, B. (2019). “How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education”, 10, 45-57. Ciftci, S. (2015). “The Effects of Using Project-Based Learning in Social Studies Education to Students' Attitudes towards Social Studies Courses. Procedia - Social and Behavioral Sciences”, 186, 1019 – 1024. Deutscher, R.R., Holthuis, N.C., Maldonado, S.I., Pecheone, R.L., Schultz, S.E., Wei, R.C., & Lucas Education Research. (2021). Project-based learning leads to gains in science and other subjects in middle school and benefits all learners. Lucas Education Research, 103(5), 62-74. Duke, N.K., Halvorsen, A-L., Strachan, S.L., Kim, J., & Konstantopoulos, S. (2020). Putting PjBL to the test: The impact of project-based learning on second graders’ social studies and literacy learning and motivation in low-SES school settings. American Educational Research Journal, 98(1), 79-91. Duman, B., & Yavuz, Ö. K. (20180). “The Effect of Project-Based Learning on Students’ Attitude Towards English Classes. Journal of Education and Training Studies”, 6 (11): 186-193. Efklides A. (2011). “Interactions of metacognition with motivation and affect in self-regulated learning: the masrl model. Journal of educational psychology”, 46, 6–25. Efklides, A., & Volet, S. (2005). Feelings and emotions in the learning process. Learning and Instruction, 15(5): 377-380· Efstratia, D. (2014). Experiential education through project based learning. Procedia - Social and Behavioral Sciences, 152: 1256 –1260. Filippatou, D., & Kaldi, S. (2010). The effectiveness of project-based learning on pupils with learning difficulties regarding academic performance, group work and motivation. International Journal of Special Education, 25(1), 17-26 Fredricks, J. A., Blumenfeld, P. C., & Paris, A. (2004). “School engagement: Potential of the concept: State of the evidence. Review of Educational Research”, 74, 59–119. Ghahramanian, A., Zamanzadeh, V., Lotfi, M., Jabbarzadeh, F., Ddashzadeh, A., & Alahbakhshian, A. (2019). “Development of Project-based learning method tasks and its effects on Learning Style of the Undergraduate Students of Operating Room”. Education Strategies in Medical Sciences, 11(5), 152-159. [in Persian] Goetz, T., Frenzel, A., Hall, N., & Pekrun, R. (2008). “Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology”, 33, 9–33. Goetz, T., Lüdtke, O., Nett, U. E., Keller, M. M., & Lipnevich, A. A. (2013). Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains. Contemporary Educational Psychology, 38(4), 383-394. Goetz, T., Zirngibl, A., Pekrun, R., & Hall, N. (2003). Emotions, learning and achievement from an educational-psychological perspective. Switzerland: Emotions and Learning, 6, 9–28. Goldstein, O. A. (2016). project-based learning approach to teaching physics for pre-service elementary school teacher education students, Cogent Education, 3, 1200833 Gosh, S. C., & Fraser, B. J. (2000). Teacher interpersonal behavior and elementary students' outcomes. Journal of Research in Childhood Education, 14 (2): 216–31. Grander, J.N., & Jewler, A. J. (2000). Your college experience: Strategies for Success. Wadsworth publishing company. Guo, J., Zou, T., & Peng, D. (2018). Dynamic Influence of Emotional States on Novel Word Learning. Frontiers in psychology, 9, 537. Harmer, N., & Stokes, A. (2014). “The benefits and challenges of project-based learning. School of Geography, Earth and Environmental Sciences. Plymouth University”. Hayat, A., Esmi, K., Rezaei, R., & Nabiee, P. (2017). “The Relationship between Academic Emotions and Academic Performance of Medical Students of Shiraz University of Medical Sciences”. Research in Medical Education, 9 (4), 29-20. [in Persian] Huang, C. (2011). Achievement goals and achievement emotions: A meta-analysis. Educational Psychology Review, 23(3):359–88. Isabekov, A., & Sadyrova, G. (2018). Project-Based Learning to Develop Creative Abilities in Students. Vocational Teacher Education in Central Asia,7, 43-49. Jalinus, N., Nabawi, R. A., & Mardin, A., (2017). The seven steps of project based learning model to enhance productive competences of vocational students, International Conference on Technology and Vocational Teachers (ICTVT 2017). Atlantis Press, pp. 251-256. Kadivar, P., Farzad, V., Kavousian, J., & Nikdel, F. (2009). Validiting the Pekruns achievement emotion questionnaire. Quarterly Journal of Educational Innovations, 32 (8), 7-38. [in Persian] Kahveci, A. (2015). “Assessing high school students' attitudes toward chemistry with a shortened semantic differential. Chemistry Education Research and Practice”, 16(2), 283-292. Kizkapan, O., & Bektas, O. (2017). The Effect of Project Based Learning on Seventh Grade Students' Academic Achievement. International Journal of Instruction, 10(1), 37-54. Koparan, T., & Güven, B. (2014). The effect of project based learning approach on students’ statistical literacy levels towards probability. Journal of Research in Education and Teaching, 3(1), 60-84. Krajcik, J., & Schneider, B. (2021). “Science education through multiple literacies: Project-based learning in elementary school. Harvard Education Publishing Group”. Li, X. N., & Tian, S. M. (2021). “Analyze the essence of college students’ learning pressure and mitigation strategies based on the satya model. Economist”, 36, 170–173. Mislena, M., Erlina, E., & Anggraini, H. W. (2020). “The Application of Project-Based Learning (PBL) Through Storyboard to Improve Reading Achievement of the 10th Grade Students. Advances in Social Science”. Education and Humanities Research, 513, 395-401. Mohamadi, M., Hasani, F., & Sarmadi, M. (2014). “The Impact of Project-Based Multimedia (PBL) on the Motivation of Computer Students. Educational and school studies”, 3(10), 81-97. [in Persian] Olusegun, B. S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5(6), 66-70. Pekrun, R. (2006). “The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology” Review, 18, 315–341. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). “Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist”, 37, 91-106. Pereira, M., Barreto, M., & Pazeti, M. (2017). “Application of Project-Based learning in the first year of an Industrial Engineering Program: lessons learned and challenges”. Production, 27, e20162238. Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014). “Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction”, 29, 128–140 Saavedra, A.R., Rapaport, A., Lock Morgan, K., Garland, M., Liu, Y., Hu, A., & Haderlein, S.K. (2021). Knowledge in action efficacy study over two years. Center for Economic and Social Research. Tan, J., Mao, J., Jiang, Y., & Gao, M. (2021). The Influence of Academic Emotions on Learning Effects: A Systematic Review. International journal of environmental research and public health, 18(18), 9678. Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation. Tonbuloğlu, B., Aslan, D., Sertel, A. S., & Aydın, H. (2013). An effect of the project based learning on metacognitive skills, self-efficacy and established product quality. Mustafa Kemal University Journal of Social Sciences Institute, 10(23), 97-117 Tyson, D. F. (2009). Linnenbrink-Garcia L, Hill NE. Regulating debilitating emotions in the context of performance: Achievement goal orientations, achievement-elicited emotions, and socialization contexts. Human Development, 52 (6): 329-56. Vilia, P. N., Candeias, A. A., Neto, A. S., Franco, M. S., & Melo, M. (2017). “Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities. Frontiers in Psychology”, 8, 1064. Yang Y., & Yang, P. (2022). “Effect of College Students' Academic Stress on Anxiety Under the Background of the Normalization of COVID-19 Pandemic: The Mediating and Moderating Effects of Psychological Capital. Frontiers in Psychology”, 13(13), 880179. Yazdanpour, N., Yousefi, A., & Haghani, F. (2009). “The effect of project and participatory education on the academic achievement of Foolad shahr third experimental female students in statistics and modeling. Knowledge and research in educational sciences”, 22, 85-98. [in Persian] Zeidner, M. (2007). Test Anxiety in Educational Contexts: Concepts, Findings, and Future Directions. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in Education (pp. 165-184). Boston, MA: Elsevier Academic Press. | ||
آمار تعداد مشاهده مقاله: 678 تعداد دریافت فایل اصل مقاله: 513 |