اثربخشی تلفیق راهبرد تدریس مبتنی بر واقعیت بر یادگیری خود‌راهبر و اشتیاق تحصیلی دانشجویان رشته مهندسی مکانیک

نوع مقاله : مقاله علمی - پژوهشی

نویسندگان

1 استادیار، گروه تکنولوژی آموزشی ، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران

2 دانشیار گروه مهندسی مکانیک دانشگاه اراک، اراک، ایران . رئیس دانشگاه اراک

3 مشاور معاون علمی و فناوری رئیس جمهور و رئیس مرکز توسعه فناوری های راهبردی، معاونت علمی و فناوری ریاست جمهوری، تهران، ایران

4 کارشناسی ارشد مهندسی مکانیک دانشگاه صنعتی اراک، اراک، ایران

چکیده
 هدف پژوهش حاضر بررسی تأثیر تلفیق راهبرد تدریس مبتنی بر واقعیت (برگرفته از طرح دانشگاه امیدآفرین و پیشران اقتصاد دانش‌بنیان) بر یادگیری خود‌راهبر و اشتیاق تحصیلی دانشجویان رشته مهندسی مکانیک، دانشکده فنی و مهندسی دانشگاه اراک بوده است. روش‌ پژوهش، نیمه‌آزمایشی از نوع پیش‌آزمون- پس‌آزمون با گروه شاهد بوده است. جامعه آماری پژوهش، شامل کلیه دانشجویان رشته مهندسی مکانیک دانشگاه اراک در سال تحصیلی 1402-1401 بود. تعداد 28 نفر از دانشجویانی که درس مخازن تحت ‌فشار را در نیمسال دوم سال تحصیلی اخذ کرده بودند، به روش نمونه‌گیری در دسترس انتخاب شدند و سپس نمونه منتخب، به ‌صورت تصادفی در قالب گروه‌های آزمایش (14 نفر) و شاهد قرار (14 نفر) قرار گرفتند. برای جمع‌آوری داده‌ها از پرسش‌نامه یادگیری خود راهبر فیشر و همکاران و پرسش‌نامه اشتیاق تحصیلی گونیوس و کوزو استفاده شد. گروه آزمایش طی 26 جلسه با استفاده از راهبرد تدریس مبتنی بر واقعیت درس مخازن تحت ‌فشار را با تلفیق راهبرد تدریس مبتنی بر واقعیت آموزش دیدند و گروه شاهد، به شیوه معمول و حضور در کلاس‌های حضوری دانشگاه، آموزش دیدند. برای تجزیه ‌و تحلیل داده‌ها، از روش تحلیل کواریانس چندمتغیری استفاده شد. یافته‌ها نشان داد که پس از تعدیل نمرات پیش‌آزمون، تفاوت معنا‌داری بین گروه آزمایش و شاهد در متغیرهای یادگیری خود‌راهبر و اشتیاق تحصیلی وجود دارد. بنابراین نتایج این پژوهش، بیانگر این نکته است که با توجه روش‌های یادگیری فراگیران نسل جدید، در صورتی‌ که از راهبرد تدریس مبتنی بر واقعیت برای این افراد استفاده شود، نقش مهمی در افزایش یادگیری خود‌راهبر و اشتیاق تحصیلی دانشجویان خواهد داشت و این امر، انتقال یادگیری را در سایر موقعیت‌ها فراهم می‌سازد.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

EFFECTIVENESS OF INTEGRATING REALITY-BASED TEACHING STRATEGIES ON SELF-DIRECTED LEARNING AND ACADEMIC MOTIVATION OF MECHANICAL ENGINEERING STUDENTS

نویسندگان English

Rahim Moradi 1
Mojtaba Zolfaghari 2
Esmaeil Ghaderifar 3
Naser Meighani 4
1 Associate Professor, Department of Mechanical Engineering, Technical and Engineering Faculty, Arak University, Arak, Iran
2 Associate Professor, Department of Mechanical Engineering, Arak University, Arak, Iran
3 Advisor to the President's Science and Technology Vice President
4 Master of Mechanical Engineering, Arak University of Technology, Arak, Iran
چکیده English

The present study aimed to investigate the effect of integrating reality-based instructional strategy (based on the Education for the Future project) on self-directed learning and academic motivation of mechanical engineering students at the Faculty of Engineering and Technology of Arak University. The research method was a quasi-experimental pre-test-post-test design with a control group. The statistical population of the study included all mechanical engineering students of Arak University in the academic year 2023-2024. 28 students who had taken the Pressure Vessels course in the second semester of the academic year were selected using the available sampling method and then the selected sample was randomly divided into experimental (14 people) and control (14 people) groups. To collect data, the Self-Directed Learning Questionnaire of Fisher and the Academic Motivation Questionnaire of Gunuc & Kuzu were used. The experimental group was trained in the Pressure Vessels course using a reality-based instructional strategy integrated with a reality-based instructional strategy for 26 sessions, and the control group was trained in the usual way and by attending university classes. To analyze the data, multivariate analysis of covariance (MANCOVA) was used. The findings showed that after adjusting the pre-test scores, there was a significant difference between the experimental and control groups in the variables of self-directed learning and academic motivation. Therefore, the results of this research indicate that considering the learning styles of new generation learners, if a reality-based instructional strategy is used for these people, it will play an important role in increasing self-directed learning and academic motivation of students and will facilitate the transfer of learning to other situations.

کلیدواژه‌ها English

Reality-based teaching
promising university
self-directed learning
academic enthusiasm
mechanical engineering
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  • تاریخ دریافت 23 دی 1402
  • تاریخ بازنگری 16 اردیبهشت 1403
  • تاریخ پذیرش 17 اردیبهشت 1403
  • تاریخ اولین انتشار 17 اردیبهشت 1403
  • تاریخ انتشار 31 خرداد 1403