اثربخشی آموزش مبتنی بر مدل طراحی آموزشی چهارمؤلفه ای (4C-ID) بر یادگیری معنادار و تفکر انتقادی دانش آموزان پایۀ ششم شهرستان اردبیل (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف از انجام این پژوهش بررسی اثربخشی آموزش مبتنی بر مدل طراحی آموزشی چهارمؤلفه ای (4C-ID) بر یادگیری معنادار و تفکر انتقادی در دانش آموزان بود. پژوهش از منظر هدف کاربردی، از نظر ماهیت کمی و از نظر روش اجرا نیمه آزمایشی با دو گروه کنترل و آزمایش بود. جامعه آماری پژوهش کلیه دانش آموزان پایه ششم شهرستان اردبیل بودند. حجم نمونه 40 نفر تعیین شد که با استفاده از روش نمونه گیری غیرتصادفی در دسترس، این تعداد دانش آموز از دو کلاس 20نفری پایه ششم شهرستان اردبیل انتخاب شدند. دانش آموزان یک کلاس به عنوان گروه کنترل و دانش آموزان کلاس دیگر به عنوان گروه آزمایش تعیین شدند. متغیر مستقل آموزش مبتنی بر مدل طراحی آموزشی چهار مؤلفه ای (4C-ID) بود و متغیرهای وابسته یادگیری معنادار و تفکر انتقادی بودند. به منظور اندازه گیری یادگیری معنادار از پرسشنامه پژوهشگرساخته استفاده شد. پایایی، پایایی ترکیبی، روایی سازه و تحلیل عامل تأییدی این پرسشنامه بررسی و همگی تأیید شدند. برای سنجش تفکر انتقادی نیز از پرسشنامه تفکر انتقادی ریکتس (2003) استفاده شد که دریکوندی (1393) ضریب اعتبار این مقیاس را 91/0 گزارش کرده بود. یافته ها حاکی از آن بود که آموزش مبتنی بر مدل طراحی آموزشی چهارمؤلفه ای (4C-ID) بر یادگیری معنادار و تفکر انتقادی دانش آموزان پایه ششم شهرستان اردبیل اثربخش بود و این آموزش توانست 67 درصد یادگیری معنادار و 77 درصد تفکر انتقادی را پیش بینی کند (05/0sig<). در نهایت، می توان گفت با استفاده از آموزش مبتنی بر مدل طراحی آموزشی چهارمولفه ای (4C-ID)، یادگیری معنادار و تفکر انتقادی دانش آموزان پایه ششم به طرزی معنادار افزایش پیدا کرده است و این نتیجه ممکن است تلویحات آموزشی زیادی برای آموزش و پرورش داشته باشد.The Effectiveness of Instruction Based on the Four-Component Instructional Design (4C-ID) Model on Meaningful Learning and Critical Thinking in Sixth-Grade Students of Ardabil
The aim of this study was to examine the effectiveness of instruction based on the Four-Component Instructional Design (4C-ID) model on meaningful learning and critical thinking in students. The research was applied in terms of purpose, quantitative in nature, and quasi-experimental in terms of methodology, with control and experimental groups. The statistical population included all sixth-grade students in Ardabil, Iran. The sample size was determined to be 40 students, using a non-random convenience sampling method from two sixth-grade classes in Ardabil. One class was assigned to be control group and the other to be the experimental group. The independent variable was instruction based on the 4C-ID model, while the dependent variables were meaningful learning and critical thinking. To measure meaningful learning, a researcher-made questionnaire was used. The reliability, composite reliability, construct validity, and confirmatory factor analysis of this questionnaire were examined and all were confirmed. Critical thinking was assessed using the Ricketts (2003) Critical Thinking Questionnaire, with a reported reliability coefficient of 0.91 by Derikvandi (2014). The findings indicated that instruction based on the 4C-ID model had a significant effect on both meaningful learning and critical thinking in sixth-grade students in Ardabil. The instruction accounted for 67% of the variance in meaningful learning and 77% of the variance in critical thinking (p<0.05). In conclusion, it can be stated that using the 4C-ID instructional model significantly enhances meaningful learning and critical thinking in sixth-grade students, which carries important educational implications for teaching and learning practices. Introduction One important aspect that provides a favorable learning situation is the teaching method. Previous research shows that the most important effective variable in the teaching process is the teacher's teaching method, which is based on the organization of course materials, the use of learning theories, and the use of various teaching techniques in the classroom (Goldberg & et al, 2021). One important component in the process of creating and consolidating the structure of making learning meaningful is connecting new knowledge with concepts that already exist in a person's cognitive structure. The greater the number of these connections, the deeper the learning and understanding (Safian Jozdani and Saadat Nia, 1400). The teacher should try to establish a meaningful relationship between what he wants to teach and what the students have already learned in teaching different subjects (Seif, 1401). The purpose of teaching is to prepare students for life, not only to transfer vocabulary knowledge, but also developing 21st century skills that lead to success in the labor market (Chu & et al, 2021). Paul & Elder (2019) defined critical thinking as the art of evaluating cognitive processes, a process aimed at continuous improvement, self-monitoring, control and correction. Critical thinking consists of a number of cognitive abilities and emotional dispositions (Ennis, 2018; Haber, 2020); Therefore, it includes not only the sum of skills, but also the willingness to use those skills. The ability to think critically about a specific topic requires knowledge of that topic and a willingness to use thinking skills (Ennis, 2018; Halpern & Sternberg, 2020). Most caring, successful and interested teachers are looking for new ways, new ideas, methods and solutions to make learning more attractive and effective for learners. Educational design is a teaching and learning tool that makes educational materials more effective and efficient (Qasemi Samani et al., 2020). The theoretical perspective of the model (4C-ID) is that complex skill training should be guided by principles that promote learning and transfer of learning (Wade & et al, 2020). The 4C-ID model has a strong foundation in research and has already been used in various types of research (Mulders, 2022). Finally, the purpose of this research is the effectiveness of education based on the four-component educational design model (4C-ID) on meaningful learning and critical thinking. Method Considering that the purpose of this research was the effectiveness of instruction based on the four-component educational design model (4C-ID) on meaningful learning and critical thinking. Results of the research can be directly used, therefore, the research was practical from the perspective of the purpose. Also, in terms of its nature, it was quantitative and in terms of its implementation method, the current research was semi-experimental with two control and experimental groups. The statistical population of the research was all sixth grade students of Ardabil city. Based on Cohen's table with an effect size of 0.4, test power of 0.8, the number of hidden variables (sum of independent and dependent variables) 3 and the number of manifest variables (sum of questionnaire questions) 59, the minimum sample size of 40 people was determined as the sample size. Using the available non-random sampling method, this number of students were selected from two classes of 20 students in the sixth grade of Ardabil city. The students of one class were designated as the control group and the students of the same class as the experimental group. The independent variable of education was based on the four-component educational design model (4C-ID) and the dependent variables were meaningful learning and critical thinking. The training protocol based on the four-component training design model (4C-ID) is introduced in 10 steps and aims to design the training courses correctly (Van Merriënboer & Kirschner, 2017). In order to measure the variable of meaningful learning, questions were designed for students using Bloom's perspective in three areas (cognitive, emotional and skill). In order to validate this questionnaire, it was distributed to 384 sixth grade students in Ardabil city. Due to the fact that the statistics of the exact number of the statistical population (for validating the meaningful learning questionnaire) which were sixth grade students was not available, therefore the maximum sample size of Cochran's formula which is 384 was used. The non-random sampling method was available for validating this questionnaire. The reliability of the questionnaire was determined using Cronbach's alpha, and the combined reliability and validity of the questionnaire was determined using construct validity (convergent and divergent validity). In order to measure critical thinking, Ricketts (2003) critical thinking questionnaire was used. This standard questionnaire contains 33 items and three subscales. The subject answers on a 5-point Likert scale. In order to standardize this questionnaire, Ricketts (2003) implemented it on 60 subjects. The reliability coefficient of the subscales of this questionnaire was reported as follows: creativity at 0.75, arrogance at 0.57 and commitment at 0.86. Also, Derikundi (2013) reported the reliability coefficient of this scale as 0.91. The findings of the current research are presented in descriptive and inferential sections. Findings Based on findings obtained from the multivariate analysis of covariance (MANCOVA), to examine the significance of the effect of group membership, and considering the obtained significance level, there is a significant difference between the experimental and control groups in at least one of the dependent variables, meaningful learning and critical thinking, during the pre-test and post-test stages (sig<0.05). According to the F values for the post-test of meaningful learning (73.400) and critical thinking (125.498), their significance levels were reported to be less than 5% (sig<0.05). Furthermore, reports related to eta squared indicate that instruction based on the four-component instructional design model (4C-ID) can predict 67% of meaningful learning and 77% of critical thinking among sixth-grade students in Ardabil city. In conclusion, it can be stated that instruction based on the four-component instructional design model (4C-ID) has significantly influenced the meaningful learning and critical thinking of sixth-grade students in Ardabil city. Discussion Finally, according to the findings of the research, the following practical suggestions are suggested for the development of the application of instruction based on the four-component educational design model (4C-ID): Expanding the Model to other educational levels Training teachers in the use of the 4C-ID Model Utilizing technology in instruction based on the 4C-ID Model Enhancing active student participation in the learning process Encouraging Self-regulated learning Promoting collaboration between schools and families
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