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تأثیر درس‌افزار با رویکرد یادگیری مبتنی بر مغز بر سطوح یادگیری شناختی دانش‌آموزان

نوع مقاله : علمی- پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه اصفهان، اصفهان، ایران

2 دانشیار، دانشگاه اصفهان، اصفهان، ایران

3 استاد، دانشگاه اصفهان، اصفهان، ایران

چکیده

این پژوهش با هدف تأثیر درس‌افزار طراحی شده بر اساس اصول یادگیری مبتنی بر مغز، بر یادگیری دانش‌آموزان دختر هنرستانی، در هر یک از سطوح شناختی بلوم، در درس برنامه‌نویسی کامپیوتر، انجام گرفت. این پژوهش از نوع نیمه آزمایشی با طرح پیش آزمون-پس آزمون با گروه کنترل نابرابر بود. تعداد 6 کلاس پایه یازدهم رشته کامپیوتر از هنرستان‌های دخترانه شهر اصفهان به روش خوشه‌ای انتخاب شدند. هر 2 کلاس به‌صورت تصادفی به هر یک از گروه‌های آزمایش1، آزمایش2 و کنترل انتصاب یافت. در گروه کنترل، آموزش به روش معمول انجام گرفت. در گروه آزمایش1، علاوه بر روش متداول، از درس‌افزار محقق ساخته سازگار با مغز استفاده شد. در گروه آزمایش2 علاوه بر روش متداول، یک درس‌افزار معمولی به کار رفت. یک آزمون محقق ساخته برنامه‌نویسی شامل اهدافی در سطوح مختلف یادگیری شناختی تهیه و روایی آن توسط گروهی از آموزشگران کامپیوتر و گروه آموزشی کامپیوتر استان اصفهان تأیید و پایایی آن به روش کودر-ریچاردسون برابر746/0 محاسبه گردید. این آزمون به عنوان پیش‌آزمون و پس‌آزمون برای سه گروه اجرا شد. نتایج تحلیل کوواریانس چند متغیری نشان داد که درس‌افزار سازگار با مغز باعث افزایش معنادار (p <0.05) یادگیری دانش‌آموزان در سطوح دانش و فهم شده است. درس‌افزار غیر سازگار با مغز یادگیری شناختی را در سطح ترکیب به-طور معنادار (p <0.05) کاهش داده و در سطوح دیگر هم نتوانسته است یادگیری را افزایش دهد. همچنین درس‌افزار سازگار با مغز در سطوح دانش، فهم، کاربست و ترکیب به طور معناداری (p <0.05) نسبت به درس‌افزار معمولی تأثیر بهتری داشته است.

کلیدواژه‌ها

عنوان مقاله [English]

The Impact of Courseware with Brain-Based Learning Approach on Students' Cognitive Learning Levels

نویسندگان [English]

  • elaheh badiee 1
  • Mohammad Reza Nili 2
  • Yasamin Abedini 2
  • bibieshrat zamani 3

1 Ph.D. Student, University of Isfahan, Isfahan, Iran

2 Associate Professor, University of Isfahan, Isfahan, Iran

3 Professor, University of Isfahan, Isfahan, Iran.

چکیده [English]

Introduction
With the advent of information technology in the modern era, the use of e-learning has facilitated the education. But in many courses there is a problem with a lack of efficient courseware. Brain-based learning theory has provided effective strategies for increasing efficiency in education that can be well applied in courseware development. One of the most difficult lessons is computer programming. Teachers look for ways to improve student learning in this lesson. The purpose of this study is to investigate the effect of courseware with brain-based learning approach on students' cognitive learning levels in computer programming course compared to conventional courseware.

Method
This research is a quasi-experimental study with pre-test and post-test design with unequal control group. This study aimed to investigate the effect of courseware designed based on brain-based learning principles on the learning of eleventh grade female students in computer field in Isfahan work-knowledge vocational schools in computer programming course at each of Bloom's cognitive levels. Six 11th grade computer field classes were selected from work-knowledge vocational schools of Isfahan through cluster sampling method. Two classes were randomly assigned to each group, and 20 students were assigned to each of the Experimental 1, Experimental 2, and Control groups. In control group, training was performed in the conventional method. In Experimental‌1 group, in addition to the conventional method, a brain-compatible researcher-made courseware was used to learning. In Experiment‌2 group, in addition to the conventional method, a conventional courseware was applied that was available on the market. A researcher-made test containing the objectives of computer programming course at different levels of cognitive learning was conducted as pre-test and post-test for the three groups. The validity of this test was confirmed by a group of computer educators and the Isfahan Computer Training Department, and its reliability was calculated 0.746 by the Kuder-Richardson method. The multivariate analysis of covariance was used to analyze the data.

Results
The results of data analysis showed that brain-compatible courseware significantly increased students' cognitive learning in knowledge and Comprehension levels (P <0.05). Also, the non-brain-compatible courseware significantly reduced students' cognitive learning at the synthesis level (P <0.05), and has not been able to enhance learning at other levels. In addition, brain-compatible software was significantly (P <0.05) more effective than non-brain-compatible courseware at knowledge, Comprehension, application and Synthesis levels of learning.

Discussion
the courseware designed based on Brain-based learning strategies has been able to significantly enhance learner learning at cognitive levels of knowledge, comprehension, application, and synthesis compare to non-brain-based courseware. These findings indicate the remarkable superiority of brain-compatible courseware over non-brain-based courseware.

کلیدواژه‌ها [English]

  • Cognitive Learning
  • Brain-Based Learning
  • Courseware
  • Computer Programming
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علوم تربیتی
دوره 27، شماره 1
تیر 1399
صفحه 139-160
فایل ها
هم رسانی
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