پديد آورندگان :
احمدي، غلامعلي نويسنده , , عبدالملكي، شوبو نويسنده كارشناس مشاور اداره كل آموزش و پرورش استان كردستان ,
كليدواژه :
آزمون خلاقيت عابدي , درس شيمي , عملكرد تحصيلي , الگوي حل مساله
چكيده فارسي :
هدف اصلي اين پژوهش بررسيتاثير الگوي حل مساله بر خلاقيت و عملكرد تحصيلي دانش‌آموزان دخترسال اول متوسطه شهر سنندج در درس شيمي بود. جامعه‌‌ي آماري پژوهش كليه دانش‌آموزان دختر سال اول متوسطه شهر سنندج بود.ند. براي انتخاب نمونه، دو كلاس به تعداد 60 نفر با روش نمونه‌گيري خوشه‌اي تصادفي انتخاب و در دو گروه آزمايشي و گواه قرار گرفتند. ابزارهاي پژوهش شامل آزمون خلاقيت عابدي وآزمون عملكرد تحصيلي شيمي(دانشي،مهارتي ونگرشي) بود. ابتدا از هر دو گروه، پيش‌آزمون خلاقيت و عملكرد تحصيلي به عمل آمد، سپس متغير آزمايشي(درس شيمي به روش حل مساله)در 3ماه به گروه آزمايش آموزش داده شد و در پايان، پس‌آزمون بر روي هردو گروه انجام شد. براي تجزيه وتحليل داده‌ها از روش‌هاي آمار توصيفي (ميانگين، انحراف معيار) و در بخش استنباطي از تحليل كوواريانس استفاده گرديد.نتايج تحليل كوواريانس چند‌متغيره نشان داد كه الگوي حل مساله بر خلاقيت دانش‌آموزان و مولفه‌هاي سيال بودن، انعطاف پذيري و ابتكار تاثير مثبت داشته، اما دو گروه از لحاظ ميزان بسط تقريباً معادل بودند. همچنين در بررسي تاثير روش حل مساله بر عملكرد تحصيلي، نتايج نشان داد كه تدريس شيمي به روش حل مساله به ترتيب بر نگرش‌ها، دانش‌ها و مهارت‌هاي دانش‌آموزان تاثيرمثبت دارد.
چكيده لاتين :
Introduction
One of the key elements of the curriculum planning and instructional designing is the teaching and learning methods. Also all the actions and decisions are put into practice through methods and then learning occurs. In instructional designing, issues such as objectives, evaluation methods, and educational supplies get practical through teaching methods. If teaching methods are selected and practiced logically, creativity is undoubtedly boosted in children (Fazlikhani, 1388). It is through the teaching methods that concepts are understood, skills are acquired and attitudes are internalized. Therefore, the more appropriate the methods are the more effective the learning would be. In fact, it can be said that with the teaching methods, ideas are put into practice and the decisions of the curriculum planners and teachers are realized (Maleki, 1387, p.94). The teaching of sciences is considered to be one of the most important areas of education and the best area to practice and grow the academic thinking and problem solving. Using problem solving could be the best teaching method to achieve the instructional goals. This research is intended to model the impact of problem solving on creativity and academic performance of the students in the chemistry course. According to the relevant literature, the following hypotheses were proposed:
The research hypotheses
1-Creativity of the students who learn chemistry through problem solving is higher than those learning it through traditional methods.
2- The students who learn chemistry through problem solving will have a better academic performance than those learning it through traditional methods.
Method
The method used in this study was semi-experimental with pretest - posttest control group design. The population of the study included all the female first grade high school students of Sanandaj in the year 1392-92. Two intact classes of 60 students were randomly selected from the available students through a multi-stage random sampling procedure and were then assigned to experimental and group controls. The instruments used for data collection included Abedi’s innovation questionaire to measure the participants’ creativity and the common class chemistry test (focusing on knowledge, skills and attitudes) to measure their academic performance. To analyze the data, multivariate analysis of covariance was employed. The creativity in this study was checked based on the pretest and posttest scores of students in the experimental and control groups according to Abedi’s innovation questionnaire. This questionnaire contains 60 questions focusing on four components of fluidity, initiativeness, flexibility and expansion. Each item has 3 options A, B and C, which are interpreted into the scores of 1, 2 and 3 respectively.
Results
1- Problem solving model has a positive impact on students’ creativity.
2- Problem solving model has a positive impact on students’ academic performance.
3- Problem solving model is effective in improving fluidity in students.
4- Problem solving model is effective in improving innovation in students.
5- Problem solving model is effective in improving flexibility in students.
6- Problem solving model does not influence the development of students.
Discussion
It was found that problem solving has a positive effect on improving fluidity in students. This was clear by comparing the control and experimental groups. Problem solving had also a positive effect on academic performance. It could be stated that problem solving will develop students’ understanding. Based on the research findings regarding the important role of the teachers in providing learning opportunities for students, it is recommended that they provide their students with challenging opportunities designed to develop creativity. Therefore it is better to run workshop classes such as problem-solving for the chemistry classes. The results of this study showed that teaching chemistry through problem solving can enhance students’ learning in three areas of knowledge, skills and attitudes. Therefore it is recommended that in-service teachers be informed of such findings and become familiar with holding such classes.
Keyword: Problem Solving, Abedi’s Creativity Questionnaire, Academic Performance, Chemistry.
