ارتقاء سطح خودكارآمدي دانش آموزان در درس علوم تجربي از طريق رويكرد تدريس مبتني بر نقشه هاي مفهومي

The promotion of students' self-efficacy in science class through teaching approach based on conceptual maps

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺗﻌﯿﯿﻦ ﻣﯿﺰان ارﺗﻘﺎء ﺧﻮدﮐﺎرآﻣـﺪي داﻧـﺶ آﻣـﻮزان در درس ﻋﻠﻮم ﺗﺠﺮﺑﯽ از ﻃﺮﯾﻖ روﯾﮑﺮد ﺗﺪرﯾﺲ ﻣﺒﺘﻨﯽ ﺑﺮ ﻧﻘﺸﻪﻫـ ﺎي ﻣﻔﻬـﻮﻣﯽ ﺑـﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿـﻪ داﻧـﺶ آﻣـﻮزان دﺧﺘـﺮ ﺳـﺎل اول دوره ﻣﺘﻮﺳـﻄﻪ اول ﺷﻬﺮﺳﺘﺎن ﺳﺮﭘﻞ ذﻫﺎب ﺑﻮدﻧﺪ. ﺑﻪ ﺷﯿﻮه ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي، ﺗﻌﺪاد 60 ﻧﻔﺮ اﻧﺘﺨﺎب و در دو ﮔﺮوه ﮐﻨﺘﺮل و آزﻣﺎﯾﺶ ﺑﻪ ﺷـﯿﻮه ﺗﺼـﺎدﻓﯽ ﺳـﺎده ﺟـﺎﯾﮕﺰﯾﻦ ﺷــﺪﻧﺪ. اﺑــﺰار ﮔــﺮدآوري دادهﻫــﺎ ﻧﻘﺸــﻪ ﻣﻔﻬــﻮﻣﯽ ﻣﺤﻘــﻖ ﺳــﺎﺧﺘﻪ، ﭘﺮﺳﺸــﻨﺎﻣﻪ ﺧﻮدﮐﺎرآﻣﺪي SEQ-C)( ﺑﻮد. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از آزﻣـﻮن t ﻣﺴـﺘﻘﻞ و ﺗﺤﻠﯿـﻞ وارﯾﺎﻧﺲ ﭼﻨﺪ ﻣﺘﻐﯿﺮه ﻣﻮرد ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓـﺖ. ﯾﺎﻓﺘـﻪ ﻫـ ﺎ ﻧﺸـﺎن داد ﺑـﯿﻦ ﮔـﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل در ﭘﺲآزﻣﻮن ﺗﻔﺎوت ﻣﻌﻨﯽدار ﯾﺎﻓﺖ ﺷﺪ. ﻫﻤﭽﻨﯿﻦ ﺑﯿﻦ ﮔﺮوهﻫﺎ ازﻟﺤﺎظ ﺧﺮده ﻣﻘﯿﺎسﻫـﺎي ﺧﻮدﮐﺎرآﻣـﺪي ﻫﯿﺠـﺎﻧﯽ p=0/008(، ﺧﻮدﮐﺎرآﻣـﺪي ﺗﺤﺼــﯿﻠﯽ)p=0/001( وﺧﻮدﮐﺎرآﻣــﺪي اﺟﺘﻤــﺎﻋﯽ p=0/001( ﺑــﯿﻦ دو ﮔــﺮوه آﻣﻮزﺷﯽ ﺑﻪ روش ﻧﻘﺸﻪ ﻣﻔﻬـﻮﻣﯽ و ﮔـﺮوه آﻣﻮزﺷـﯽ ﺑـﻪ ﺷـﯿﻮه ﻣﺘـﺪاول، ﺗﻔـﺎوتﻣﻌﻨﺎدار آﻣﺎري وﺟﻮد داﺷﺖ.

The goal of this research is to determine students' self-efficacy in science class through teaching approach based on conceptual maps. The population consisted of all students who were the first high school freshmen in Sarpole-zahab town. The number of 60 students were selected by random cluster sampling method. They were assigned randomly in the test group and experimental group. The tool for collecting data were conceptual map and self-efficacy questionnaire (SEGC). The data was analyzed by using independent T-test and multivariate analysis of variance. The findings showed that there were significant differences between experimental and control group after the test. There were also statistics significant differences in terms of subscales like emotional self-efficacy (p=008/0), educational self-efficacy (p=001/0), social self-efficacy (p=001/0), between two educational group by conceptual mapping and educational group by common way.