مقایسه تأثیر روش های تدریس ترکیبی و معکوس بر خلاقیت و پیشرفت تحصیلی دانش آموزان: مطالعه موردی آموزش زیست شناسی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
در چشم انداز متنوع آموزش وپرورش قرن بیست ویکم، کلاس های درس را به عنوان اتاق هایی برای نوآوری و سازگاری عمل از دانش آموزانی با زمینه ها و دیدگاه های بی شمار می دانند. دانش آموزان با پیشینه های مختلف علایق و توانایی های منحصربه فرد وارد کلاس ها می شوند و معلمان باید رویکردهای آموزشی خود را متناسب با نیازها و تنوع دانش آموزان خود تنظیم کنند تا یاد گیری دانش آموزان را تقویت کنند و نگرشی مثبت نسبت به یاد گیری در آنان به وجود آورند. به دنبال پیشرفت فناوری به ویژه در حوزه فناوری اطلاعات، روش های آموزش و یاد گیری در حال تکامل هستند. آموزش ترکیبی و معکوس دو نمونه از شیوه های نوین آموزشی هستند که به سرعت در حال گسترش هستند. این پژوهش با هدف مقایسه تأثیر روش های ترکیبی و معکوس در تدریس زیست شناسی بر خلاقیت و پیشرفت تحصیلی دانش آموزان پایه دهم تجربی شهرستان زاهدان انجام شده است. روش پژوهش به صورت شبه آزمایشی، همراه با پیش آزمون و پس آزمون و ابزار جمع آوری اطلاعات پرسشنامه خلاقیت تورنس و آزمون پیشرفت تحصیلی پژوهشگر ساخته بوده است. از روش های آمار توصیفی و استنباطی برای بررسی تأثیر روش های تدریس بر میزان خلاقیت و پیشرفت تحصیلی استفاده شده است. نمونه پژوهش شامل 40 نفر از دانش آموزان دختر پایه دهم تجربی شهرستان زاهدان است که در سال تحصیلی 1402-1403 مشغول به تحصیل بودند و به صورت تصادفی انتخاب و به دو گروه تقسیم شدند. در هر گروه قبل و بعد از اجرای روش تدریس، پیش آزمون و پس آزمون اجرا شد. نتایج پژوهش نشان داد هر دو روش آموزش معکوس و ترکیبی موجب پیشرفت تحصیلی و خلاقیت دانش آموزان شده اند. اثربخشی آموزش معکوس بر پیشرفت تحصیلی به طرزی معنا دار نسبت به روش ترکیبی بیشتر است، اما در رابطه با خلاقیت، تفاوت بین دو روش تدریس معنا دار نیست. با توجه به نتایج به دست آمده، معلمان می توانند از روش های نوین تدریس برای توسعه شغل خود و ارتقای خلاقیت و یادگیری دانش آموزان استفاده کنند.Comparing the Effects of Blended and Flipped Teaching Methods on Students' Creativity and Academic Achievement: A Case Study of Biology Education
In the diverse landscape of 21st century education, classrooms are seen as rooms for innovation and adaptability of students with countless backgrounds and perspectives. Students enter classrooms with different backgrounds, interests, and unique abilities, and teachers must adjust their teaching approaches to meet the needs and diversity of their students in order to enhance student learning and foster a positive attitude toward learning. Following the advancement of technology, especially in the field of information technology, teaching and learning methods are evolving. Blended and reverse learning are two examples of new learning methods that are expanding rapidly. The present study was conducted with the aim of comparing the effect of combined and inverse methods in teaching biology on the creativity and academic achievement of experimental 10th grade students in Zahedan city. The research method is quasi-experimental, along with pre-test and post-test, and information collection tools are Torrance's creativity questionnaire and researcher-made academic achievement test. Descriptive and inferential statistics methods have been used to investigate the effect of teaching methods on the level of creativity and academic progress, and correlation tests have been used to investigate the creativity and academic progress. The sample population of the research includes 40 experimental tenth grade female students of Zahedan city who were busy studying in the academic year 1402-1403 and were randomly selected and divided into two groups. Before and after the implementation of the teaching method, Pre-test and Post-test were performed from each group. The data collection tools were the Torrance Creativity Questionnaire and the researcher-made Academic Achievement Test. The results of the research showed that both reverse and combined teaching methods have led to the academic progress and creativety of students. The effectiveness of flipped learning on academic achievement is significantly higher than the blended method. However, in the case of creativity, the difference between the two teaching methods is not significant. According to the results obtained, teachers can use new teaching methods to develop their own careers and promote students' creativity and learning. Introduction Students need a background of reality to learn biology; and without it, it is difficult to make connections between textbook material and the real world. Inadequate teaching hours per week, abstract concepts of biology, high educational content, Lack of adequate facilities in all schools, changes in the educational system, and newly written textbooks, lack of connection between life science topics and their application in everyday life, declining student motivation and lack of attention to student creativity are important factors in the decline in the quality of biology education. Using modern teaching methods that are appropriate for the learning environment and new technology can increase students' motivation, creativity, and active learning. Also, the use of educational aids facilitates the processing of information from short-term memory to long-term memory and a deeper understanding of the course material. Much research has been conducted on the effect of modern educational methods (blended and flipped learning) on learning and creativity. However, there is no research available comparing the effectiveness of flipped and blended teaching methods on the creativity and students' academic achievement in biology. Therefore, the present study was conducted with this aim. Research methodology This study was conducted as a quasi-experimental study with a pre- and post-test of Torrance creativity and a pre- and post-test of academic progress. The independent variables are flipped and blended learning methods; and the dependent variables are creativity and academic achievement. The statistical sample of the study included 40 10th grade science female students from a high school in Zahedan city in the academic year 1402-1403. The students were divided into two groups of 20.5. In one group, flipped teaching was implemented, and in the second group, combined teaching was implemented. Data collection tools included the Torrance Creativity Questionnaire and Academic Achievement Test. The content validity of the questionnaires were confirmed by experts. The Cronbach's alpha coefficient obtained in this study for the pre- and post-test of learning was 0.78 and 0.81, respectively. That indicates the desired level of reliability of researcher-made tests. Research findings Main hypothesis: There is a difference between the level of creativity and academic achievement of students in biology classes in blended and flipped learning groups Findings showed that there is a difference between the effectiveness of blended and flipped learning methods in teaching biology on creativity and academic achievement of 10th grade female students. Sub-hypotheses: 1( There is a difference between the post-test creativity averages of the blended learning and flipped learning groups. According to the findings there is no difference between the effectiveness of the two combined and inverted methods in teaching biology on the creativity of tenth grade female students. 2) There is a difference between the post-test averages of academic achievement of the blended learning and flipped learning groups. According to the findingsthere is a difference between the effectiveness of the two combined and inverted methods in teaching biology on the academic achievement of tenth grade female students. According to the results, the effect of blended and flipped teaching methods on students' creativity and academic achievement in biology lessons was confirmed. Both types of teaching methods significantly increased students' creativity and academic achievement in the post-test compared to the pre-test. According to the results of multivariate analysis of covariance, the main hypothesis of the research was also confirmed. It seems that as the sample size increases, the difference in effectiveness between the two methods becomes more evident. Discussion and conclusion Due to progress and development in recent years, flipped and blended teaching methods have attracted the attention of many teachers and researchers in the field of education. In the present study, the effect of these two methods on students’ creativity and academic achievement was examined and compared. According to the findings, it both methods increased students’ academic progress and creativity, and there was difference between them. Also these methods increases student participation, motivation, and learning. The flipped classroom is an important strategy in education where students receive course content before class. Then, in class, they engage in problem solving, deep understanding, and practical application of concepts. Fostering creativity requires an environment where students can ask their own normal and abnormal questions about the lesson and the teacher can guide them in getting the correct answer. However, in a blended class compared to a flipped class, there is no much time to listen to and ask students’ various questions. According to the results, teachers can use new teaching methods to develop their own careers and promote students’ creativity and learning. Based on the results of this study, the following are suggested: Comparing the effectiveness of blended and flipped teaching methods in biology lessons for male and female students The need for greater attention from officials to the fair distribution and equipping of laboratory equipment for schools across the country Training school teachers across the country in the use of technological equipment and the application of modern teaching methods
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