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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