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تلفیق فناوری در روش آموزش ایفای نقش و تأثیر آن بر درگیرسازی شناختی و خودکارآمدی تحصیلی دانش‌آموزان ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد تکنولوژی آموزشی، دانشگاه بوعلی سینا، همدان، ایران

2 استادیار، گروه علوم تربیتی، دانشگاه بوعلی سینا، همدان، ایران

چکیده

این پژوهش با هدف بررسی تلفیق فناوری در روش ایفای نقش و تأثیر آن بر درگیرسازی شناختی و خودکارآمدی تحصیلی دانش‌آموزان ابتدایی در درس علوم تجربی انجام شد. روش پژوهش، آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه گواه و دوره پیگیری بود. جامعه آماری شامل کلیه دانش‌آموزان پسر پایه ششم ابتدایی شهرستان دیواندره به تعداد 895 نفر بود که از این تعداد، 60 نفر به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب و به شکل انتساب تصادفی در سه گروه ایفای نقش، تلفیق فناوری در ایفای نقش و سخنرانی قرار گرفتند. برای جمع‌آوری داده‌ها از پرسشنامه درگیرسازی Tinio (2009) و پرسشنامه خودکارآمدی تحصیلی Jinks and Morgan (1999) استفاده شد. تجزیه و تحلیل داده‌ها با استفاده از شاخص آمار توصیفی و استنباطی انجام شد. یافته‌ها نشان داد که تلفیق فناوری در روش ایفای نقش بر درگیرسازی شناختی دانش‌آموزان بیشتر از روش ایفای نقش و روش سخنرانی است و تفاوت معنی‌داری بین روش سخنرانی و ایفای نقش بر درگیرسازی شناختی وجود ندارد. همچنین، تأثیر تلفیق فناوری در روش ایفای نقش در مقایسه با روش سخنرانی و تأثیر روش ایفای نقش در مقایسه با سخنرانی بر خودکارآمدی تحصیلی دانش‌آموزان بیشتر است. در نتیجه معلمان با تلفیق فناوری (فیلم) در روش ایفای نقش می‌توانند فرصت‌های یادگیری برای دانش‌آموزان در درس علوم تجربی را ایجاد کنند که علاوه بر درگیرسازی شناختی با محتوای درس، حس کفایت، صلاحیت و اعتقاد به توانایی یا به عبارتی خودکارآمدی تحصیلی را در آنها افزایش دهد.

کلیدواژه‌ها

عنوان مقاله [English]

Integrating Technology in the Role-playing Teaching Method and its Effect on Cognitive Engagement and Academic Self-efficacy of Elementary Students

نویسندگان [English]

  • Khabat bahri 1
  • maryam pourjamshidi 2

1 M.A. of Educational Technology, Bu-Ali Sina University, Hamadan, Iran.

2 Assistant Professor, University of Bu-Ali Sina, Hamadan, Iran.

چکیده [English]

Introduction
Education stakeholders are increasingly interested in finding effective ways to improve education and learning outcomes. Among the factors that have been found to be crucial to student success are their engagement and self-efficacy beliefs. These two factors are known to predict students' learning and performance, both of which are influenced by various factors, including the teaching method used. Research in recent years has shown that effective teaching methods require the integration of technology to activate and improve learners' capabilities. The integration of technology in education has become a necessity in many educational systems worldwide. While educators recognize the benefits of educational technologies, the integration of technology into the curriculum is still complex and challenging for teachers. They often find it difficult to integrate technology effectively into the classroom and have questions about how technology integration can improve learners' performance.
 
Method
The present study aimed to investigate the integration of technology in teaching role-playing methods and its effect on cognitive engagement and academic self-efficacy of elementary students in experimental sciences. The study used an experimental design with a pre-test and post-test design with a control group. The sample included 60 sixth-grade students selected through a multi-stage cluster sampling method and randomly assigned to three groups: an integration of technology in role-playing, role-playing, and a lecture group.The data were collected using two questionnaires: the Tinio Academic Engagement Questionnaire (2009) and the Jinks and Morgan Academic Self-Efficacy Questionnaire (1999).
 
Results
The results showed that the integration of technology in the teaching method of role-play had a positive effect on students' cognitive engagement and academic self-efficacy compared to traditional role-playing and lecturing methods.
 
Discussion
Integrating film technology into role-playing methods for elementary school children provides the conditions for learning in which students can make their thinking processes more coherent and organized. The method helps children better receive and process information through visual, auditory, and motor channels. It also increases students' self-efficacy through social interactions that take place between them, their teacher, and peers, leading to a growth in students' sense of pride and competence in their achievements and abilities.In conclusion, it is recommended that teachers integrate technology such as film into their teaching methods to help students better engage with the subjects of the experimental sciences and increase their academic self-efficacy.

کلیدواژه‌ها [English]

  • Academic self-efficacy
  • Cognitive Engagement
  • Film
  • Role play
  • Technology integration
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دست‌آوردهای روان‌شناختی
دوره 30، شماره 2 - شماره پیاپی 30
مهر 1402
صفحه 351-368
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  • تاریخ دریافت: 28 فروردین 1401
  • تاریخ بازنگری: 02 بهمن 1401
  • تاریخ پذیرش: 12 آذر 1402
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