تاثیر رویکرد یادگیری معکوس در کلاس مجازی علوم بر درگیری تحصیلی دانش‌آموزان پایه ششم ابتدایی در دوره کرونا

روﯾﮑﺮد ﯾﺎدﮔﯿﺮی ﻣﻌﮑﻮس از روﯾﮑﺮدﻫﺎی ﻧﻮﯾﻦ و ﻓﻌﺎل ﯾﺎدﮔﯿﺮی اﺳﺖ ﮐﻪ در ﭘﺎﺳﺦ ﺑﻪ ﻧﯿﺎزﻫﺎی ﻋﺼﺮ ﻓﻨﺎوری اﻃﻼﻋﺎت و ارﺗﺒﺎﻃﺎت ﺗﻮﺟﻪ آﻣﻮزﺷﮕﺮان و ﭘﮋوﻫﺸﮕﺮان را ﺑﻪ ﺧﻮد ﺟﻠﺐ ﮐﺮده اﺳﺖ. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺗﺄﺛﯿﺮ روﯾﮑﺮد ﯾﺎدﮔﯿﺮی ﻣﻌﮑﻮس در ﮐﻼس ﻣﺠﺎزی ﻋﻠﻮم ﺑﺮ درﮔﯿﺮی ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان دوره اﺑﺘﺪاﯾﯽ اﻧﺠﺎم ﺷﺪه اﺳﺖ. روشﻫﺎ: ﻧﻮع ﭘﮋوﻫﺶ، ﮐﺎرﺑﺮدی، روﯾﮑﺮد ﮐﻤﯽ و ﺑﻪ روش ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن-ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮔﻮاه )ﮐﻨﺘﺮل( اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎری، ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان دﺧﺘﺮ دوره اﺑﺘﺪاﯾﯽ ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1399-1400 ﻣﻨﻄﻘﻪ ﭘﺎﻧﺰده ﺗﻬﺮان ﺑﻮد. ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ 30 داﻧﺶآﻣﻮز ﭘﺎﯾﻪ ﺷﺸﻢ ﺑﻮد ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮی دردﺳﺘﺮس اﻧﺘﺨﺎب ﺷﺪه و ﺑﻪﻃﻮر ﺗﺼﺎدﻓﯽ ﺑﻪ دو ﮔﺮوه 15 ﻧﻔﺮه ﺗﻘﺴﯿﻢ ﺷﺪﻧﺪ. ﻣﺪاﺧﻠﻪ ﺑﺮای ﮔﺮوه آزﻣﺎﯾﺶ ﺑﻪ ﺷﯿﻮه ﮐﻼس ﻣﻌﮑﻮس و ﮔﺮوه ﮔﻮاه ﺑﻪ ﺷﯿﻮه ﺳﻨﺘﯽ اﻧﺠﺎم ﺷﺪ. اﺑﺰار ﭘﮋوﻫﺶ، ﭘﺮﺳﺸﻨﺎﻣﻪ درﮔﯿﺮی ﺗﺤﺼﯿﻠﯽ ﺷﻮﻓﯿﻠﯽ و ﻫﻤﮑﺎران )2002( ﺑﻮد ﮐﻪ ﭘﺎﯾﺎﯾﯽ ﮐﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ از ﻃﺮﯾﻖ ﺿﺮﯾﺐ آﻟﻔﺎی ﮐﺮوﻧﺒﺎخ ﺑﺮاﺑﺮ ﺑﺎ 0.79 و ﺑﺮای ﻣﺆﻟﻔﻪ ﺗﻮاﻧﻤﻨﺪی 0. 2، ﻣﺆﻟﻔﻪ ﺗﻌﻬﺪ 0.72 و ﻣﺆﻟﻔﻪ ﺟﺬب 0.79 ﺑﻪ دﺳﺖ آﻣﺪ. ﺑﺮای ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ از ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﺗﮏ ﻣﺘﻐﯿﺮه و ﭼﻨﺪﻣﺘﻐﯿﺮه اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪ ﻫﺎ: ﺑﻪﮐﺎرﮔﯿﺮی روﯾﮑﺮد ﯾﺎدﮔﯿﺮی ﻣﻌﮑﻮس در ﮐﻼس ﻣﺠﺎزی ﻋﻠﻮم ﺑﺮ ﺗﻮاﻧﻤﻨﺪی ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان ﭘﺎﯾﻪ ﺷﺸﻢ اﺑﺘﺪاﯾﯽ ﺗﺄﺛﯿﺮ دارد. ﺑﻪﮐﺎرﮔﯿﺮی روﯾﮑﺮد ﯾﺎدﮔﯿﺮی ﻣﻌﮑﻮس در ﮐﻼس ﻣﺠﺎزی ﻋﻠﻮم ﺑﺮ ﺗﻌﻬﺪ ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان ﭘﺎﯾﻪ ﺷﺸﻢ اﺑﺘﺪاﯾﯽ ﺗﺄﺛﯿﺮ دارد. ﻫﻤﭽﻨﯿﻦ، ﺑﻪﮐﺎرﮔﯿﺮی روﯾﮑﺮد ﯾﺎدﮔﯿﺮی ﻣﻌﮑﻮس در ﮐﻼس ﻣﺠﺎزی ﻋﻠﻮم ﺑﺮﺟﺬب ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان دوره اﺑﺘﺪاﯾﯽ ﺗﺄﺛﯿﺮ دارد. ﻧﺘﯿﺠﻪﮔﯿﺮی: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد اﺳﺘﻔﺎده از روﯾﮑﺮد ﯾﺎدﮔﯿﺮی ﻣﻌﮑﻮس در ﮐﻼس ﻣﺠﺎزی ﻋﻠﻮم ﺑﺮ درﮔﯿﺮی ﺗﺤﺼﯿﻠﯽ(ﺗﻮاﻧﻤﻨﺪی، ﺗﻌﻬﺪ و ﺟﺬب) داﻧﺶآﻣﻮزان ﺷﺸﻢ اﺑﺘﺪاﯾﯽ ﺗﺄﺛﯿﺮ دارد. در راﺳﺘﺎی ﯾﺎﻓﺘﻪﻫﺎی ﭘﮋوﻫﺶ ﭘﯿﺸﻨﻬﺎد ﻣﯽﺷﻮد، در ﺟﻬﺖ آﺷﻨﺎﯾﯽ ﻣﻌﻠﻤﺎن ﺑﺎ روﯾﮑﺮد ﯾﺎدﮔﯿﺮی ﻣﻌﮑﻮس و اﻓﺰاﯾﺶ ﻣﯿﺰان درﮔﯿﺮی ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان، اﯾﻦ روﯾﮑﺮد در دﺳﺘﻮر ﮐﺎر آﻣﻮزش ﻗﺒﻞ و ﺿﻤﻦ ﺧﺪﻣﺖ ﻣﻌﻠﻤﺎن ﻗﺮار ﮔﯿﺮد

the effect of the flipped learning approach in virtual classes on the academic engagement of the sixth-grade students in the corona period

background and objectives: the flipped learning approach is one of the new and active learning approaches that has attracted the attention of educators and researchers in response to the needs of the information and communication technology era. the aim of this study was to investigate the effect of the flipped learning approach in virtual science classes on the academic engagement of sixth-grade students. methods: the type of research was applied, quantitative and semi-experimental with a pre-test-post-test design with a control group. the statistical population was all elementary school girls of the 1399-1400 school year in the 15th district of tehran. the sample size of the research was 30 sixth grade students who were selected using available sampling method and randomly divided into two groups of 15 people. the intervention was done for the experimental group using the flipped class method and the control group using the traditional method. the research tool was schaufeli et al.'s (2002) academic engagement questionnaire, and the reliability of the entire questionnaire was obtained through cronbach's alpha coefficient equal to 0.79, and 0. 2 for the ability component, 0.72 for the commitment component, and 0.79 for the absorption component. univariate and multivariate analysis of covariance were used to analyze the data. findings: the results showed that flipped learning in virtual learning has an effect on the academic engagement (empowerment, commitment and absorption) of elementary students.conclusion: according to the findings of this study, it is suggested that the implementation of in-service teacher education programs to get acquainted with flipped learning and increase the level of academic engagement of students should be on the augend.