اثربخشی آموزش علوم با رویکرد stse بر درگیری تحصیلی و هیجان‌های تحصیلی دانش‌آموزان دوره ابتدایی

هدف‏ پژوهش بررسی اثربخشی آموزش علوم با رویکرد stse بر درگیری تحصیلی و هیجان‌های تحصیلی دانش‌آموزان بود. روش تحقیق از نوع نیمه‏ آزمایشی با طرح پیش‏آزمون- پس‏آزمون و گروه گواه بود. جامعه آماری مشتمل بر دانش‌آموزان پسر پایه ششم ابتدایی مدارس ناحیه دو شهر سنندج در سال تحصیلی 02- 1401 بود که از میان آن با استفاده از نمونه‌گیری خوشه‌ای چندمرحله‌ای، یک کلاس با 32 دانش‌آموز به‌عنوان گروه آزمایش و کلاس دیگری با 34 دانش‌آموز به‌عنوان گروه کنترل انتخاب شدند و به مقیاس درگیری تحصیلی و مقیاس هیجان‌های تحصیلی (aeq-es) به‌عنوان پیش‌آزمون پاسخ دادند. سپس با آموزش و تمرین طراحی واحد یادگیری و تدریس با رویکرد stse در 12 جلسه به معلم گروه آزمایش، تدریس بر محور این رویکرد در کلاس آزمایشی اجرا شد و در این مدت گروه‏ کنترل آموزش مرتبطی را دریافت نکردند. در پایان پس‌آزمون برای دو گروه به اجرا در آمده و داده‌ها با روش کوواریانس چند متغیره و با کمک نرم افزار spss22 مورد تحلیل آماری قرار گرفتند. نتایج نشان داد که آموزش با رویکرد stse به‌صورت معنی‌داری بر افزایش درگیری تحصیلی در سه بعد درگیری عاملیت، رفتاری و شناختی موثر بوده است. همچنین نتایج حاکی از تاثیر آموزش با این رویکرد بر افزایش هیجان مثبت لذت و کاهش هیجان‌های منفی اضطراب و خستگی گروه آزمایش بود(0.05>‌‌p). با عنایت به یافته‌ها پیشنهاد می‌شود که زمینه آگاهی بخشی به جامعه معلمان در حوزه هیجان‌های تحصیلی دانش‌آموزان در کلاس و اهمیت این هیجان‌ها در وضعیت تحصیلی فراگیران، ازجمله درگیری در فعالیت‌های تحصیلی، با شیوه‌های موثر فراهم شود.

the effectiveness of science education with stse approach on academic engagement and academic emotions of primary school students

academic engagement means the interaction of a person with the academic environment and the active, enthusiastic and knowledge-based participation of the learner in learning activities. according to the opinion of the experts in this field, academic engagement is a multidimensional structure and consists of four cognitive, emotional, behavioral and agency components. this variable is one of the important constructs related to the academic progress of students, and therefore, investigating the factors affecting the quality of academic engagement has always been one of the favorite research fields of researchers. academic emotions refer to a broad category of positive and negative emotions that students experience specifically in the fields of learning, classroom, and exams, which are directly related to the activities or outcomes of academic progress. henceinvestigating these emotions has become one of the important concerns of educational research nowadays. the control-value theory of academic emotions as the theoretical basis of these emotions states that the occurrence of these emotions in educational situations are mediated by two categories of personal and social antecedents.in this regard, the activities of the teacher and his teaching methods are one of the social antecedents ? effective in the emotional state and academic engagement of the learners, and the use of active and innovative teaching strategies in the classroom can be one of the important factors affecting the emotional output and academic engagement of students. the previous research has also shown that the teacher's teaching style has a significant effect on the level of students' involvement in academic activities in terms of supporting students' sense of independence, competence, and communication, and therefore, it can be considered as one of the important external factors affecting the prediction of students' perceived academic emotions.one of the active approaches of science teaching is the stse integrated approach, which is based on the experts in this field. its goal is to teach scientific concepts by focusing on issues in the real world with social, environmental or technological aspects. in other words, learning knowledge and matching it with the surrounding environment, through emphasizing on the three fields of society, technology and environment, is the main feature of this approach. the research results confirm the positive effects of science teaching through this approach on various educational variables, and based on this, these studies recommend the implementation of science teaching courses through this approach in order to encourage teachers toapply this approach in their classrooms and facilitate effective science teaching. however, studies on the effectiveness of this approach in science classes on academic variables have rarely been conducted. no study has ever been carried out this field in iran. in addition, the current research is innovative in terms of examining the academic emotions of elementary school students. based on this, the present study aims to examine the following two research hypotheses:1. teaching science with the stse approach has a significant effect on improving the academic engagement of students in the classroom.2. teaching science with the stse approach has a significant effect on improving students' academic emotions in the classroom.the research method is a semi-experimental pre-test-post-test design with a control group. the statistical population included sixth grade male students of public schools in sanandaj in academic year 2022-2023. a multi-stage cluster random method was used to select the sample, and finally, one class with 32 students as the experimental group and another class with 34 students as the control group were selected using the random replacement method.