نویسندگان

1 مشاور مرکز مشاوره خانواده اداره ناحیه 1 آموزش و پرورش استان البرز

2 دکترای روانشناسی تربیتی، استاد یار پایه 14، عضو هیات علمی دانشکده روانشناسی دانشگاه آزاد اسلامی واحد کرج- ایران

چکیده

پژوهش حاضر به­منظور بررسی تأثیرسبک‌های یادگیری و به­کارگیری نقشه‌­های معنایی بر میزان پیشرفت توانایی تفکر انتقادی دانش آموزان دوره متوسطه و بهبود یادگیری واژگان زبان انگلیسی آنان انجام شد. به‌منظور تحقق این هدف، 123دانش آموز دختر پایه دوم رشته ریاضی و فیزیک از دبیرستان فرزانگان ناحیه 1 آموزش وپرورش کرج به­طورتصادفی خوشه­ای انتخاب شدند و به دو گروه همگن آزمایش و گواه تقسیم شدند. سپس، دانش آموزان به پرسشنامه­های سبک­های یادگیری (اُبرین[1]، 1989) و تفکر انتقادی (هانی[2]، 2004) در دو بخش پیش­آزمون و پس آزمون پاسخ دادند. همچنین، دانش آموزان به سؤالات آزمون­های واژگان و توانایی عمومی زبان انگلیسی در پیش­آزمون و پس آزمون پاسخ دادند و نمرات آن­ها محاسبه شد. طی 12 جلسه، واژگان کتاب درسی آن­ها با به­کارگیری نقشه­های معنایی در گروه آزمایش به دانش­آموزان آموزش داده شد. سپس، داده­های به دست آمده مورد بررسی قرار گرفتند. بر اساس نتایج تحلیل­های آماری، مشخص شد که سبک­های یادگیری از نظر آماری تأثیر چشمگیری بر توانایی تفکر انتقادی دانش آموزان و پیشرفت یادگیری واژگان آنان در گروه آزمایش و گواه نداشتند (تحلیل انووا یک سویه)؛ امابه کارگیری نقشه­های معنایی بر پیشرفت تفکر انتقادی دانش آموزان و یادگیری واژگان آنان در گروه آزمایش از نظر آماری تأثیرقابل توجهی داشت (آزمون تی- تست مستقل)؛درحالیکه در گروه گواه تغییر چشمگیری مشاهده نشد.پیشنهادهایی برای پژوهش­های آتی و همچنین کاربردها و محدودیت­های پژوهش در پایان ارائه شده است.



[1]. O’Brien


[2]. Honey

کلیدواژه‌ها

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