نوع مقاله : علمی-پژوهشی
نویسندگان
چکیده
در دهه اخیر، تمایل به استفاده ازرویکرد یادگیری ترکیبی در سراسر دنیا، بخاطر مزایا و ویژگی های مثبت آن و در راستای اصلاح نقطه ضعف های آموزش الکترونیکی و چهره به چهره، روندی فزاینده داشته است.
هدف این پژوهش،بررسی تاثیر آموزش ترکیبی مبتنی بر هوشهای چندگانه گاردنر بر میزان یادگیری دانشجویان و مقایسه آن با روش حضوری بود.
این پژوهش شبه آزمایشی با طرح پیش آزمون- پس آزمون با گروه کنترل در سال تحصیلی 96-95 انجام گردید. تعداد 40 نفر از دانشجویان دختر رشته علوم تربیتی گرایش آموزش ابتدایی دانشگاه فرهنگیان شهر تهران در این تحقیق شرکت داشتند که با استفاده از روش نمونه گیری در دسترس انتخاب و بطور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند.
ابزارهای جمع آوری اطلاعات شامل ، یک پرسشنامه نیمرخ هوشهای چندگانه با 80 گویه ، یک پرسشنامه سنجش میزان یادگیری با مقایسه پیش و پس آزمون بود . هر دو گروه آزمایش و کنترل در 8 جلسه 90 دقیقه ای مباحث مشترکی را آموزش دیدند. گروه کنترل به روش حضوری آموزش داده شدو گروه آزمایش علاوه برروش یادگیری ترکیبی و شبکه محور ، تحت آموزش ترکیبی مبتنی بر هوش های چندگانه با نرم افزار Articulate Engage همراه با رسانه های آموزشی ( متن، صوت، تصویر، پویانمایی و ویدئو) قرار گرفت. برای طراحی فعالیتهای یادگیری، فراگیران بر اساس هوش غالب آنان که از طریق نیمرخ هوشهای چندگانه سنجیده شده بود، گروه بندی شدند .در هر دو گروه پیش آزمون و پس آزمون پیشرفت تحصیلی یکسان، انجام شد. تجزیه و تحلیل داده ها بکمک نرم افزار 19 SPSS انجام شد.
یافته های پژوهش حاکی از آنست که میزان یادگیری دانشجویان گروه آزمایش پس از شرکت در دوره آموزش ترکیبی مبتنی بر هوشهای چندگانه در مقایسه با گروه کنترل، بطور معناداری افزایش یافته است.
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