NATIONAL BIBLIOGRAPHY NUMBER
Number
۸۹۳پ
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
per
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
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
First Statement of Responsibility
/قربان معرفت نیا
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
تبریز:دانشگاه تبریز،دانشکده علوم تربیتی وروانشناسی
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
۱۴۳ ص
NOTES PERTAINING TO PUBLICATION, DISTRIBUTION, ETC.
Text of Note
چاپی
INTERNAL BIBLIOGRAPHIES/INDEXES NOTE
Text of Note
واژه نامه بصورت زیرنویس
Text of Note
کتابنامه ص.: ۱۳۹-۱۴۳
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
کارشناسی ارشد
Discipline of degree
علوم تربیتی-برنامه ریزی درسی
Date of degree
۱۳۸۴/۰۶/۲۵
Body granting the degree
تبریز:دانشگاه تبریز،دانشکده علوم تربیتی وروانشناسی
SUMMARY OR ABSTRACT
Text of Note
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.
Text of Note
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.
TOPICAL NAME USED AS SUBJECT
active teaching and learning
learning outcomes
academic achievement
traditional learning
PERSONAL NAME - PRIMARY RESPONSIBILITY
معرفت نیا، قربان
PERSONAL NAME - SECONDARY RESPONSIBILITY
فتحی آذر، اسکندر، استاد راهنما
حسینی نسب، سید داود، استاد مشاور
ELECTRONIC LOCATION AND ACCESS
Public note
سیاه و سفید
نمایه‌سازی قبلی
