مقايسه اثر بخشي آموزش متقابل و چرخۀ تفكر بر دانش فراشناختي و خودپنداره آموزشي دانش‌آموزان دختر پايه پنجم شهر شيراز

The Comparison of the Effectiveness Reciprocal Education and Thinking Cycle on Metacognitive Knowledge and Educational Self-Concept of Fifth Grade Female Students in Shiraz

تحول برخي از ويژگي­ هايي شخصيتي و تربيتي در دوره ابتدايي پايه ­ريزي مي­شود. از جمله ويژگي­ هايي شخصيتي و تربيتي كه نياز مبرم جهت بهبود آنان وجود دارد، دانش فراشناختي و خودپنداره آموزشي دانش‌آموزان مي­باشد. در پژوهش حاضر مقايسه اثربخشي آموزش متقابل و چرخۀ تفكر بر دانش فراشناختي و خودپنداره آموزشي دانش‌آموزان دختر پايه پنجم شهر شيراز مورد بررسي قرار گرفت. مطالعۀ حاضر نيمه ­آزمايشي است، كه از جامعۀ دانش‌آموزان دختر پايه پنجم شهر شيراز، 34 دانش‌آموز با استفاده از روش نمونه‌گيري خوشه ­اي انتخاب شدند. ابزارهاي پژوهش، شامل پرسشنامه ­هاي دانش فراشناختي و خودپنداره آموزشي بود. تجزيه و تحليل داده‌ها با روش تحليل كوواريانس چندمتغيري با استفاده از نرم‌افزارSPSS-22 انجام شد. نتايج نشان داد آموزش متقابل و چرخۀ تفكر بر افزايش دانش فراشناختي (61/0=Partial ŋ2، 001/0=p ، 73/106=F) تأثير معناداري داشت، همچنين، آموزش متقابل و چرخۀ تفكر بر افزايش خودپنداره آموزشي (57/0=Partial ŋ2، 001/0=p ، 81/100=F) تأثير معناداري داشت، اما بين اثربخشي آموزش متقابل و چرخۀ تفكر بر دانش فراشناختي و خودپنداره آموزشي دانش‌آموزان تفاوت معناداري وجود نداشت (05/0

The development of some personality and educational traits is established in the elementary school. Among the personality and educational traits that are in urgent need of improvement are metacognitive knowledge and educational self-concept. In the present study, the effectiveness of reciprocal education and thinking cycle on metacognitive knowledge and educational self-concept of fifth grade female students in Shiraz was investigated. The present study is a quasi-experimental study in which 34 students from the fifth grade female students in Shiraz were selected using cluster sampling. Research tools included metacognitive knowledge questionnaires and educational self-concept. Data analysis was performed by multivariate analysis of covariance using SPSS-22 software. The results showed that reciprocal education and thinking cycle had a significant effect on increasing metacognitive knowledge (Partial ŋ2= 0.61, p = 0.001, F= 106.73). Also, reciprocal education and thinking cycle increased educational self-concept (Partial ŋ2=0.57, p = 0.001, F = 100.81) had a significant effect, but there was no significant difference between the effectiveness of reciprocal education and thinking cycle on students' metacognitive knowledge and educational self-concept (p > 0.05). The present study showed that reciprocal education and thinking cycle improve students' metacognitive knowledge and educational self-concept. Accordingly, students in the process of reciprocal education and the cycle of thinking, learn to become aware of the mental process through the teaching of behavioral, cognitive and metacognitive strategies, and in this way, improve the amount of metacognitive knowledge and educational self-concept.