تاثیر بازی وارسازی در آموزش معکوس بر تفکر انتقادی دانشجویان رشته مربی کودک دانشگاه فنی حرفه‌ای شهر یزد

ﻫﺪف از ﭘﮋوﻫﺶ ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ اﺳﺘﻔﺎده از ﺑﺎزی وارﺳﺎزی در ﮐﻼس درس ﻣﻌﮑﻮس ﺑﺮ ﺗﻔﮑﺮ اﻧﺘﻘﺎدی داﻧﺸﺠﻮﯾﺎن رﺷﺘﻪ ﻣﺮﺑﯽ ﮐﻮدک داﻧﺸﮕﺎه ﻓﻨﯽ ﺣﺮﻓﻪای ﺷﻬﺮ ﯾﺰد در ﺑﺤﺮان ﮐﻮوﯾﺪ 19 و ﻣﻘﺎﯾﺴﻪ آن ﺑﺎ روش ﮐﻼس درس ﻣﻌﮑﻮس ﻣﻌﻤﻮل اﺳﺖ. ﻧﻮع ﭘﮋوﻫﺶ ﺷﺒﻪ ﺗﺠﺮﺑﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎری ﭘﮋوﻫﺶ ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن رﺷﺘﻪ ﻣﺮﺑﯽ ﮐﻮدک داﻧﺸﮑﺪه ﻓﻨﯽ و ﺣﺮﻓﻪای دﺧﺘﺮان ﯾﺰد ﺑﻪ ﺗﻌﺪاد 150 ﻧﻔﺮ ﺑﻮدﻧﺪ و داﻧﺸﺠﻮﯾﺎن ﺗﺮم دوم رﺷﺘﻪ ﻣﺮﺑﯽ ﮐﻮدک داﻧﺸﮑﺪه ﻓﻨﯽ و ﺣﺮﻓﻪای دﺧﺘﺮان ﯾﺰد در درس اﺻﻮل ﺳﺮﭘﺮﺳﺘﯽ در ﻣﺮاﮐﺰ ﭘﯿﺶ از دﺑﺴﺘﺎن ﺑﻪ ﺗﻌﺪاد 56 ﻧﻔﺮ ﺑﻪ ﺷﯿﻮه در دﺳﺘﺮس ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺑﺪﯾﻦ ﻣﻨﻈﻮر 2 ﮐﻼس 28 ﻧﻔﺮه ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ در ﻗﺎﻟﺐ دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮔﻮاه ﻣﻮردﭘﮋوﻫﺶ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﻗﺒﻞ از ﺷﺮوع ﮐﺎر آﻣﻮزش از ﻫﺮ دو ﮔﺮوه ﭘﯿﺶآزﻣﻮن )ﺑﺎ اﺳﺘﻔﺎده از ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻔﮑﺮ اﻧﺘﻘﺎدی( ﮔﺮﻓﺘﻪ ﺷﺪ. در ﺣﯿﻦ ﮐﺎر ﺑﻪ ﮔﺮوه آزﻣﺎﯾﺶ، روش آﻣﻮزش ﻣﻌﮑﻮس ﻣﺒﺘﻨﯽ ﺑﺮ ﺑﺎزی وارﺳﺎزی و ﺑﻪ ﮔﺮوه ﮔﻮاه روش آﻣﻮزش ﻣﻌﮑﻮس ﻣﻌﻤﻮل آﻣﻮزش داده ﺷﺪ؛ و در ﭘﺎﯾﺎن آﻣﻮزش از ﻫﺮ دو ﮔﺮوه ﭘﺲآزﻣﻮن )ﺑﺎ اﺳﺘﻔﺎده از ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻔﮑﺮ اﻧﺘﻘﺎدی( ﮔﺮﻓﺘﻪ ﺷﺪ. ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﻪﮐﺎررﻓﺘﻪ در ﭘﮋوﻫﺶ، ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻔﮑﺮ اﻧﺘﻘﺎدی رﯾﮑﺘﺲ اﺳﺖ و ﺟﻬﺖ ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ از آزﻣﻮن ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﭼﻨﺪ ﻣﺘﻐﯿﯿﺮه اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﻧﺘﺎﯾﺞ آزﻣﻮن ﺗﺤﻠﯿﻞ ﮐﻮارﯾﺎﻧﺲ )f=657.078, p<0.05( ﻧﺸﺎن ﻣﯽدﻫﺪ ﺑﺎزی وار ﺳﺎزی در ﮐﻼس درس ﻣﻌﮑﻮس ﺑﺮ اﻓﺰاﯾﺶ ﻣﯿﺰان ﺗﻔﮑﺮ اﻧﺘﻘﺎدی ﻣﻌﻨﺎدار اﺳﺖ؛ از اﯾﻦ رو ﻓﺮض ﺻﻔﺮ رد ﺷﺪه اﺳﺖ و ﻣﺘﻐﯿﯿﺮ ﻣﺴﺘﻘﻞ در ﮔﺮوه آزﻣﺎﯾﺶ ﺗﻔﮑﺮ اﻧﺘﻘﺎدی داﻧﺸﺠﻮﯾﺎن را اﻓﺰاﯾﺶ داده اﺳﺖ. ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ آزﻣﻮن ﺑﺮ ﺳﻪ ﻣﻮﻟﻔﻪ ﺗﻔﮑﺮ اﻧﺘﻘﺎدی ﻧﺸﺎن ﻣﯽ دﻫﺪ ﮐﻪ در ﮔﺮوه آزﻣﺎﯾﺶ ﺗﻔﮑﺮ اﻧﺘﻘﺎدی داﻧﺸﺠﻮﯾﺎن ﺑﻪ ﻃﻮر ﻣﻌﻨﯽ داری ﻧﺴﺒﺖ ﺑﻪ ﮔﺮوه دﯾﮕﺮ اﻓﺰاﯾﺶ ﭘﯿﺪا ﮐﺮده اﺳﺖ)p<0/05(. ﯾﺎﻓﺘﻪﻫﺎی ﭘﮋوﻫﺶ ﻧﺸﺎن ﻣﯽ دﻫﺪ ﮐﻪ آﻣﻮزش ﻣﻌﮑﻮس ﻣﺒﺘﻨﯽ ﺑﺮ ﺑﺎزی وارﺳﺎزی ﺑﻪ ﻧﺴﺒﺖ آﻣﻮزش ﻣﻌﮑﻮس ﻣﻌﻤﻮل ﺑﺮ ﺗﻔﮑﺮ اﻧﺘﻘﺎدی داﻧﺸﺠﻮﯾﺎن ﺗﺄﺛﯿﺮ ﻣﻌﻨﺎداری داﺷﺘﻪ اﺳﺖ. ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ اﯾﻦ ﭘﮋوﻫﺶ ﻧﺸﺎن ﻣﯽ دﻫﺪ اﺳﺘﻔﺎده از ﺑﺎزی وارﺳﺎزی در ﮐﻼس درس ﻣﻌﮑﻮس اﺑﻌﺎد ﺗﻔﮑﺮ اﻧﺘﻘﺎدی ﺷﺎﻣﻞ ﺧﻼﻗﯿﺖ داﻧﺸﺠﻮﯾﺎن، ﺑﺎﻟﻨﺪﮔﯽ ﺷﻨﺎﺧﺘﯽ و درﮔﯿﺮی ذﻫﻨﯽ را ﺑﻪ ﻧﺴﺖ ﮐﻼس درس ﻣﻌﮑﻮس ﻣﻌﻤﻮل ﺑﻪ ﻃﻮر ﻣﻌﻨﺎ داری ارﺗﻘﺎء ﻣﯽ دﻫﺪ.

the effect of gamification in flipped classroom on the critical thinking of female child trainer students in yazd technical and vocational college

the purpose of this study was to investigate the effect of gamification in a flipped classroom on the critical thinking of child trainer students in the female technical and vocational college in the city of yazd during the covid-19 pandemic.the study utilized a quasi-experimental design with a pre-test and post-test control group. the statistical population consisted of 150 students in the field of child trainer at yazd girls' technical and vocational college, with a sample size of 56 students selected randomly from two classes. prior to the intervention, a pre-test was administered to both groups, and the experimental group was taught using a gamified flipped classroom method while the control group was taught using a traditional flipped classroom method. a post-test was administered to both groups after the intervention. the ricketts' critical thinking questionnaire was used to collect data, and analysis of covariance was used to analyze the data. the results of the analysis (f=657.078, p<0.05) indicate that gamification in the classroom significantly increased critical thinking, thereby rejecting the null hypothesis and supporting the hypothesis that the independent variable in the test group increased students' critical thinking. additionally, the test results on the three components of critical thinking show a significant increase (p<0.05) in the critical thinking of the students in the test group. the findings of this study suggest that a gamification-based flipped classroom had a significant effect on students' critical thinking compared to a conventional flipped classroom.