از دبيرستان تا عرصه‌ي درمان در كلاس‌هاي معكوس: بررسي كاربست‌پذيري آموزش محتوا-محور مهارت خوانداري در تلفيق با بازي براي يادگيري مادام‌العمر علوم

From Secondary Education to the Healthcare Fields: Exploring the Feasibility of English Content-based Instruction of Reading Sciences along with Games for Lifelong Learning

اين پژوهش طولي با استفاده از طرح تبيني متوالي و اقتباس آموزش تجميعي در قالب نظريه‌ي شناختي-اجتماعي از سال‌هاي تحصيلي 1398 تا 1400 به ‌بررسي كاربردپذيري كلاس‌هاي معكوس محتوا-محور به زبان انگليسي در يادگيري مادام‌العمر علوم دبيرستاني و دانشگاهي پرداخت. با كاربرد طرح آزمايش‌ها، 721 دانش‌آموز دختر و پسر فارسي و غيرفارسي زبان مشغول به ‌تحصيل در رشته‌ي علوم‌ تجربي پايه‌ي دوازدهم دبيرستان با حاشيه خطاي 1% انتخاب و به ‌شكل تصادفي به چهار گروه تقسيم شدند تا مهارت درك علوم‌ را به شيوه‌ي محتوا-محور در كلاس‌هاي معكوس پيش-خوانداري با/بدون بازي واقعيت‌ افزوده فراگيرند. با ورود 84 نفر از شركت‌كنندگان به دانشگاه‌هاي علوم پزشكي، آموزش تجميعي محتوا-محور علوم دانشگاهي با انجام پيمايش، ارزيابي مستمر پيشرفت و عملكرد مهارت خواندار علوم در بافت و عرصه‌هاي حرفه‌اي و مصاحبه متمركز در راستاي تكميل اين پژوهش متممي ادامه يافت. تحليل داده‌هاي كمي از طريق آزمون رتبه‌اي ويلكاكسون، ضريب همبستگي اسپيرمن، آناليز واريانس با اندازه‌هاي مكرر و برازش مدل خطي آميخته و تحليل داده‌هاي كيفي به شيوه‌ي مضمون-محور انجام شد. تحليل توصيفي و استنباطي داده‌ها از نقش تسهيل‌گري شيوه‌ي آموزش محتوا-محور در يادگيري مادام‌العمر علوم در كلاس‌هاي معكوس مبتني بر بازي واقعيت افزوده در دبيرستان و دانشگاه حكايت داشت (6/9= ß و 0/05>p). از نگاه و برداشت شركت‌كنندگان، تمرين مشاركتي خواندار علوم در گروه‌هاي همتايان مؤثر در يادگيري مادام‌العمر است.

Reading comprehension skills are the cornerstones of lifelong learning of sciences. The confluence of science, technology, engineering, art, and mathematics has currently ushered in the close collaboration of English teachers with subject area teachers in non-English speaking countries to highlight the possible benefits of new methods of teaching and learning sciences (e.g., Content-Based Instruction or CBI) through English. In tandem, the integration of Augmented Reality Games (ARGs) into flipped classrooms has made provision for students to preemptively tackle the challenges that they are likely to face in the professional contexts. As such, the experiential comprehension of reading sciences introduces the concept of lifelong learning. Method This longitudinal study, using a sequential explanatory design and adopting co-teaching in the social constructivism throughout the academic years 2019-2021, explored the feasibility of CBI through English in the pre-reading flipped classrooms for the lifelong learning of secondary and postsecondary sciences. Using the design of experiments, 721 Persian and non-Persian male and female high-school students majoring in applied sciences were selected in the margin errors of 1%. The participants were then randomly divided into four groups to learn the sciences through CBI in the (non)-ARG-assisted flipped classrooms. To fulfill complementarity, the process of CBI in the (non)-ARG-assisted flipped class continued with teaching and formative assessment of the participants' reading comprehension skills in both instruction-learning and healthcare contexts, along with a survey and a focus-group interview. While the quantitative data were analyzed through the Wilcoxon signed-rank test, Spearman's correlation coefficient, the repeated measures ANOVA, and the linear mixed effects model, the qualitative data were analyzed through MAXQDA. Results and Discussion Descriptive and inferential analyses of the data revealed the feasibility of CBI in the ARG-assisted flipped classrooms for teaching reading comprehension skills of sciences in both secondary and medical postsecondary education which, in turn, paved the way for lifelong learning (ß = 6.9, p<.05). From the participants' viewpoints, adopting an active role in doing the ARGs in the process of CBI of reading sciences facilitated their reading comprehension in favor of lifelong learning. Conclusion The findings revealed that English communication between students and co-teachers for the completion of the reading activities contributed to students' lifelong learning of reading comprehension skills.