عنوان

تاثیر روشهای فعال و سنتی تدریس بر نوع یادگیری و پیشرفت تحصیلی دانش آموزان پایه دوم هنرستان در درس مبانی برق با تاکید بر بازده های یادگیری گانیه در شهرستان ارومیه در سال تحصیلی‮‭۸۳- ۸۴‬

‭۸۹۳پ‬

per

تاثیر روشهای فعال و سنتی تدریس بر نوع یادگیری و پیشرفت تحصیلی دانش آموزان پایه دوم هنرستان در درس مبانی برق با تاکید بر بازده های یادگیری گانیه در شهرستان ارومیه در سال تحصیلی‮‭۸۳- ۸۴‬

/قربان معرفت نیا

تبریز:دانشگاه تبریز،دانشکده علوم تربیتی وروانشناسی

‮‭۱۴۳‬ ص‬

چاپی

واژه نامه بصورت زیرنویس

کتابنامه ص.: ‮‭۱۳۹-۱۴۳‬

کارشناسی ارشد

علوم تربیتی-برنامه ریزی درسی

‮‭۱۳۸۴/۰۶/۲۵‬

تبریز:دانشگاه تبریز،دانشکده علوم تربیتی وروانشناسی

نتایج بیانگرآن است که روش تدریس فعال دردستیابی دانش‌آموزان به اهداف سطوح پایین یادگیری ،ازطبقه بندی گانیه ،مثل یادگیری دانش اطلاعات کلامی ومهارتهای ذهنی سطح پایین نسبت به روش تدریس سنت‌ی برتری ندارداما دررسیدن به اهداف درسطوح بالای این طبقه‌بندی ،مثل یادگیری مهارتهای ذهنی سطح بالااست.

This study investigated the effect of active teaching and traditional learning methods on students' learning Outcomes(learning of verbal information, learning of intellectual skills, learning of attitude toward subject matter, and learning of cognitive strategies), and their academic achievement in Fundamental of electrotechnic course. Variables were studied via a quasi-experimental research design (pre-and post-test with a control group). The target population of the study comprised Uremia City 2nd-Grade electrotechnic students(N=163), and the sample consisted of two class randomly selected from the aforementioned population. Experimental group were taught using active teaching methods implemented over the course. Control groups were taught using traditional methods. To assess the effects of the active teaching methods, students were administered a comprehensive learning content exam that consist of different levels of Gagne's taxonomy, and attitude surveys. Final analyses indicated that: 1) There was no significant difference between two groups in learning of verbal information. 2) There was significant difference between two groups in learning of lower intellectual skills.3) There was significant difference between two groups in learning of higher intellectual skills.4) There was significant difference between two groups in learning of cognitive strategies.5) There was significant difference between two groups in learning of attitude toward subject matter.6) There was significant difference between two groups in academic achievement The results indicated that the active teaching method is approximately as effective as the traditional teaching method in assessing students to lower objectives of Gagne's taxonomy such as learning of verbal information and learning of lower intellectual skills, but in assessing to higher objectives of this taxonomy, such as learning of higher intellectual skills, learning of cognitive strategies and development of positive attitude toward subject matter, is more effective than the traditional teaching method.

active teaching and learning

learning outcomes

academic achievement

traditional learning

معرفت نیا، قربان

فتحی آذر، اسکندر، استاد راهنما

حسینی نسب، سید داود، استاد مشاور

سیاه و سفید

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