محیط یادگیری ترکیبی: اثربخشی استفاده همزمان از آزمایش‌های واقعی و مجازی بر مهارت استدلال علمی دانش‌آموزان

این مطالعه با هدف بررسی اثر آزمایش‌های واقعی، مجازی، و ترکیبی بر تفکر سیستمی شاگردان که به صورت استدلال علّی بروز پیدا می‌کند، انجام گرفته است. پزوهش به روش کمی و با رویکرد نیمه آزمایشی انجام گرفت. جامعه آماری دانش آموزان پایه یازدهم دوره متوسطه دوم شهر اهواز بودند که نمونه 80 نفری از آنان کاوشگری علمی با موضوع جریان الکتریکی را به سه صورت آزمایش واقعی (24 نفر)، مجازی (28 نفر) ، و ترکیب آن دو (28 نفر) تجربه کردند. یادگیری مفاهیم و مهارت تفکر سیستمی شاگردان به کمک آزمون‌ استاندارد direct قبل و بعد از فعالیت کاوشگری اندازه‌گیری شد. پاسخ‌ها ابتدا کدگذاری، و سپس نمره‌گذاری شدند. از تحلیل کواریانس برای مقایسه میانگین گروه‌ها استفاده شد. کاوشگری واقعی (اندازه اثر 0.54) و مجازی (انداز اثر 0.60) تقریبا به یک اندازه باعث یادگیری مفاهیم علمی شدند، اما شاگردان در شرایط ترکیبی (اندازه اثر 0.79) بهتر از شرایط تک آزمایشی یاد می‌گرفتند. سهم بیشتر نمره شاگردان در هر سه تجربه یادگیری مربوط به سطح دانش امور واقعی و روندی بود و نمره‌ کمتری در سطوح بالای یادگیری مانند استدلال یا تفکر سیستمی داشتند. کاوشگری چه به صورت واقعی، چه مجازی، و چه ترکیبی، به خودی خود نتوانست دانش‌آموزان را وادار به استدلال منسجم و بازنگری مدل ذهنی خودشان کند. کاوشگری بدون فعالیت مکمل آن یعنی مدل‌سازی نمی‌تواند به ارتقا مهارت استدلال شاگردان کمک زیادی کند. پیشنهاد می‌شود کاوشگری در کلاس درس به صورت ترکیب آزمایش واقعی و مجازی توسط معلمان با رویکرد مبتنی بر مدل‌سازی انجام بگیرد.

hybrid learning environment: the effectiveness of simultaneous use of real and virtual experiments on students’ scientific reasoning skill

understanding science, and having high-level thinking skills are essential skills for living in today’s world. to improve such skills, science education standards around the world, and curricula of different countries, including canada, australia, and england, as well as the national curriculum of iran, suggest inquiry-based learning.; but in the past 20 years, digital technologies such as virtual experiments have been used to improve, and even in some cases replace real experiments. also, a combination of real and virtual experiments enhances conceptual understanding more than single experimental formats, however, this is a question that has remained unanswered so far and that is whether the combination of virtual and real laboratories will also affect other cognitive processes of students such as thinking and reasoning or not. therefore, the main purpose of this study is to clarify the role of using real, virtual, and combined real and virtual experiments on improving systemic thinking with the subject of electric currents.in this study, 80 male high school students in ahvaz who were studying in the eleventh grade of in the academic year 1402-1401 were selected by available sampling. the level of learning of the participants from the subject of electric currents, as well as their systemic thinking skills, were measured using the standard tool &determining and interpreting resistive electric circuit concepts test& or direct. first, the students’ scores in the pre-test and post-test of direct were collected. some answers were for the multiple-choice section and some answers were for the descriptive section. the correct answer to the multiple-choice section had a score of one, and the wrong answer had a score of zero for the student. to eliminate the effect of pre-test (memory retention of response), one-way analysis of covariance was used. in this method, the effect of pre-test scores on post-test scores is first predicted by simple linear regression and then removed; after removing the effect of pre-test, the difference between post-test mean of groups is examined by analysis of variance.the findings showed that the real learning environment and conducting inquiry in real laboratories had the most impact on students’ real-world knowledge. real-world knowledge is the knowledge of the elements that learners need to become familiar with a scientific field or solve problems related to it. this knowledge is the same as the knowledge of scientific terms and expressions, along with places and events in the real world. according to this definition and considering the characteristics of the real learning environment, the greater impact of real experiments on the better growth of students’ real-world knowledge is justifiable. the low impact of the virtual learning environment on students’ real-world knowledge and their procedural knowledge can also be understood from this perspective, because the real and sensory connection of students with the phenomenon in question in virtual learning environments will cause less impact of this environment on students’ real-world knowledge. the superiority of the virtual learning environment over the real one can be well seen in the greater effectiveness of virtual experiments on their conceptual knowledge in this study. according to the findings, the virtual learning environment had the highest effect size (i.e. 0.61) on the growth of students’ conceptual knowledge.