تحلیل مقایسه ای و پایش اثربخشی الگوی مشارکتی جیگ ساو و تدریس سنتی در آموزش محیط زیست شهری

نوع مقاله : علمی - پژوهشی

نویسندگان

گروه برنامه ریزی، مدیریت و آموزش محیط زیست، دانشکده محیط زیست، دانشگاه تهران، تهران، ایران

چکیده

سابقه و هدف: تدریس مشارکتی به‌عنوان یکی از روش ‏های تدریس نوعی رابطه‏ بین فردی است که خلاء استفاده از آن در انتقال مفاهیم محیط زیستی و پایش آنها کاملاً احساس می‎‏شود و انجام پژوهش‏ هایی بر پایه این نوع تدریس، در انتخاب موثرترین روش انتقال مفاهیم، به آموزشگران محیط زیست و فعالان این حوزه کمک شایانی خواهد کرد. چراکه می‏تواند در رشد مهارت‏ های بین فردی، ذهنی و مهارت‏ های سطح بالای تفکر انتقادی تاثیر داشته باشد و موجب یادگیری بیشتر، به خاطر سپاری موثرتر اطلاعات و لذت بیشتر فراگیرنده از کلاس درس شود. از آنجا که هدف اصلی این پژوهش مقایسه و پایش اثربخشی آموزش مباحث محیط زیست شهری با استفاده از روش‏ یادگیری مشارکتی جیگ‎‏ساو و روش سنتی است این سوال مطرح می‏شود که کدامیک از روش ‏ها برای انتقال مفاهیم محیط زیست شهری موثرترند و با گذشت زمان میزان ماندگاری مفاهیم محیط زیستی ارائه شده چگونه است.مواد و روش‏ ها: این پژوهش از نوع شبه آزمایشی با طرح پیش ‏آزمون-پس ‏آزمون با دو گروه مشارکتی و سنتی است. جامعه آماری شامل دانش ‏آموزان پسر مقطع سوم ابتدایی شهر اهواز است که برای نمونه‏ گیری از روش خوش ه‏ای تصادفی استفاده شد. حجم نمونه شامل 62 نفر است که 32 و 30 نفر آن‏ها به ترتیب در گروه روش تدریس مشارکتی جیگ‏ساو و گروه روش تدریس سنتی قرار گرفتند. همسان بودن گروه‏ ها از طریق اجرای پیش‏ آزمون سنجیده شد و پایایی آزمون از طریق محاسبه ضریب آلفای کرونباخ 84/0 به دست آمد. روش ‏های یادگیری به مدت 3 هفته متوالی اجرا شد و یک هفته و سپس یک‏ ماه پس از پایان مداخله پس‏ آزمون به‌عمل آمد. نمرات با استفاده از روش اندازه اثر، آزمون t مستقل و همبسته با استفاده از نرم افزار spss مورد تجزیه‌و‌تحلیل قرار گرفتند.نتایج و بحث: نتایج آزمون t مستقل از پیش ‏آزمون‏ گروه‏ های مشارکتی و سنتی نشان داد که میزان آگاهی از تمامی مباحث محیط زیست شهری در میان دانش‏ آموزان یکسان بوده و تفاوت معنادار میان این دو گروه مشاهده نشد. میانگین گروه مشارکتی و سنتی در پیش‏آزمون مباحث محیط زیست شهری به ترتیب 68/18 و 66/18 به‌ ‌دست آمد. در حالی‏ که نتایج پس‏ آزمون یک هفته پس از اعمال مداخله نشان داد که میانگین گروه مشارکتی و سنتی به ترتیب 28/26 و 10/23 محاسبه شد. میانگین پس‏آزمون یک ماه پس از اعمال مداخله نیز به ترتیب 65/25 و 93/21 به دست آمد و میانگین حاصل از پس‏آزمون گروه مشارکتی یک هفته و یک ماه پس از مداخله در سطح معناداری نسبت به میانگین گروه سنتی بالاتر شد. نتایج آزمون اندازه اثر نشان داد که اندازه اثر روش مشارکتی جیگ‏ساو در بازه زمانی یک هفته پس از مداخله آموزشی 870/1 و در بازه زمانی یک ماه پس از آموزش مشارکتی 137/2 است. همچنین، با توجه به نتایج آزمون t همبسته بین میزان آگاهی قبل از مداخله و یک هفته بعد از اجرای دوره‏ی آموزشی تفاوت معنا‏دار مشاهده شد. یک ماه پس از اجرای دوره‏ی آموزشی میانگین میزان آگاهی در روش مشارکتی از 28/26 به 65/25 و در روش سنتی از 10/23 به 93/21 تغییر نمود که در مقایسه با قبل از اجرای دوره‏ی آموزشی، تفاوت معنا‏داری مشاهده شد. نتایج حاصل نشان داد، دانش‏آموزانی که از طریق یادگیری مشارکتی طبق الگوی جیگ‏ساو به یادگیری می‏پردازند، مطالب و مباحث را نسبت به دانش‏آموزانی که از طریق یادگیری سنتی آموزش دیده ‏اند، بهتر یاد می‏ گیرند.نتیجه‏ گیری: نتایج تحلیل داده ‏ها نشان داد که میزان آگاهی از مباحث محیط زیست شهری در میان دانش‏ آموزانی که به روش مشارکتی جیگ‏ساو آموزش دیده بودند، در سطح معناداری بالاتر از دانش‏ آموزان آموزش دیده به روش سنتی بود. همچنین نتایج حاصل از پایش اثربخشی، برتری روش مشارکتی جیگ‏ساو را نسبت به روش آموزش سنتی تایید نمود.

کلیدواژه‌ها


عنوان مقاله [English]

Comparative analysis between effectiveness of the Jigsaw participatory model and traditional teaching methods in urban environment teaching

نویسندگان [English]

  • Atousa Soleimani
  • Esmail Salehi
Department of Environmental Education, Management and Planning, Faculty of Environment, University of Tehran, Tehran, Iran
چکیده [English]

Introduction: Participatory teaching as a teaching method is a form of inter-personal relationship (Hsiung, 2012). There is an obvious gap in using the participatory teaching method for conveying environmental principles and monitoring them and examining studies of this teaching method would significantly help environmental educators (Baker and Clark, 2010) and activists in selecting the most effective method for conveying the principles (Alton-Lee, 2012). Such training can be effective in developing interpersonal and mental skills and high-level critical thinking skills, bringing about more learning, efficient memorizing of information and classrooms enjoyment. This article aims to compare and monitor the effectiveness of inculcating urban environmental topics using the Jigsaw participatory and a traditional teaching method. The main questions outlined here are as follows: Which of aforementioned teaching methods is more effective in conveying urban environmental topics? How is the sustainability of environmental principles over time? Materials and methods: This is a quasi-experimental study with a pre-test/post-test design among two groups (participatory and traditional teaching methods). The statistical population consisted of male grade-three elementary students in Ahwaz, Iran. A total of 62 students (32 in the participatory teaching group and 30 in the traditional teaching group) were enrolled as the sample using random cluster sampling. Identical groups were verified using the pre-test and reliability was verified using Cronbach's alpha (0.84). The teaching methods were performed for three consecutive weeks and post-test was performed after one week and one month. Independent and dependent t-tests and effect size were employed to analyze the data using SPSS.Results and discussion: The results of the independent t-test of pre-test in participatory and traditional groups showed that the level of awareness concerning the urban environment is equal among the students and no significant difference was observed between two groups. The mean scores of participatory and traditional teaching methods were 18.68 and 18.66 in the pre-test concerning urban environmental topics, respectively. The results of post-test after a week showed that the mean scores were 26.28 and 23.10 in the participatory and traditional groups, respectively. They were 25.65 and 21.93 after a month, respectively. The mean scores were greater in the participatory group than in the traditional group at the post-test stage after one week and one month. The results of effect size showed that the effect size of the Jigsaw participatory method was 1.870 over a one-week interval and 2.137 over a one-month interval. According to the results of the dependent t-test, the level of awareness had a significant difference before the intervention and one week after the training programme. One month after the training course, the level of awareness decreased from 26.28 to 25.65 in the participatory group, and from 23.10 to 21.93 in the traditional teaching method group. A significant difference was found compared with the test prior to the training course. These results showed that students taught through the Jigsaw participatory method learn better than those taught through the traditional teaching method.Conclusions: The results of analyses showed that the level of awareness about the urban environment was significantly greater in students taught by the Jigsaw participatory teaching method than those in the traditional teaching group. The results of monitoring the effectiveness also showed that the Jigsaw participatory teaching method was superior to the traditional method.

کلیدواژه‌ها [English]

  • Participatory teaching model
  • Environmental Education
  • Educational intervention
  • Jigsaw method
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