Comparison of education based on wave-based educational design model with traditional education in teaching the second semester of chemistry to 10th grade male students

Document Type : Original research

Authors

1 دبیر شیمی آموزش پرورش، منظقه 4، تهران، ایران

2 دانشیار شیمی گروه علوم پایه، دانشگاه فرهنگیان، تهران، ایران

3 استادیارشیمی گروه علوم پایه، دانشگاه فرهنگیان، تهران، ایران

Abstract

The purpose of this research was to investigate the effect of education based on the wave-based educational design model on the learning of the chemistry course of the first year students of the second secondary school. The statistical population of this research includes the education of the 4th district of Tehran, and the sample size is Abuzar Ghaffari High School with the number of 41 male students of the 10th grade who were placed in two classes of 20 and 21 students. In this research, the pre-test-post-test method was carried out with the control group and experimental group for both experimental and control groups under the same conditions. The reliability of the test taken with Kuder-Richardson 20 formula was 0.94. Multivariate analysis of covariance (MANCOVA) method was used to analyze the data. The results of the research showed that the wave educational design model had a significant positive effect compared to the traditional teaching method (p<0.05).

Keywords


برزگر، راضیه، و علی آبادی، خدیجه، و نیلی، محمدرضا. (1393). مقایسه ی اثربخشی طراحی آموزشی مبتنی بر الگوی گانیه و دیک و کاری بر یادگیری، یادداری و انگیزش پیشرفت تحصیلی. اندیشه های نوین تربیتی، 1، 118- 97.
عبدلی، سمیه ،1399،مدل طراحی آموزشی موج وار، دومین همایش ملی فناوری آموزشی: چالش ها، فرصت ها و دستاورد ها،1-11
عبدلی بزچلوئی ،سمیه و باقری محسن و موسوی پور، سعید ،(1398)، تأثیر آموزش مبتنی بر مدل طراحی آموزشی موج وار بر یادگیری و یادداری دانشجویان، پژوهش در برنامه ریزی درسی،سال شانزدهم،دوره دوم،شماره 35،صفحات 162-172
کرمی، مرتضی و فردانش، هاشم وعباسپور، عباس، و معلم، مهناز. (1388). مقایسه ی اثربخشی الگوهای طراحی آموزشی سیستمی و سازنده گرا در آموزش مدیران. دو فصلنامه ی مدیریت و برنامه ریزی در نظام های آموزشی،3، 30- 9.
Javad, M, Eng, S.L.,Mohamad, A. R. (2015). Developing Reading Comprehension Modules to Facilitate Reading Comprehension among Malaysian Secondary School ESL Students. International Journal Of Instruction, 2, 139-154.
Kristen Lina Heaster-Ekholm. (2020). Popular Instructional Design Models:Their Theoretical Roots and Cultural Considerations, International Journal of Education and Development using Information and Communication Technology (IJEDICT), Vol. 16, Issue 3 , pp. 50-65
Merrill, M. D. (2009). Finding e3 (effective, efficient and engaging) Instruction. Educationalnal Technology, 49(3), 15-26.
Merril, M.D. (2007). Basic principles of instruction: one syntaxes. New trends and issues in instructional design and technology. Translated by Mohamadreza Vahdani, Hossein Eskandari and darush Noroozi. Avaye noor publication, Tehran. [Persion].
Merrill, M. D. (2007). First principles of instruction: a synthesis. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology, (2nd Edition), 2, 62-71. Upper Saddle River, NJ: Merrill/Prentice Hall.
Merrill, M. D. (2007). A task-centered instructional strategy. Journal of Research on Technology in Education, 40(1), 33-50.
Merrill, M. D. (2002). "First principles of instruction". Educational Technology Research and Development, 50(3), 43-59. Merrill, M. D. (2002). A pebble-in-the-pond model for instructional design. Performance Improvement, 41(7), 39-44.
Rosenberg-kima, R. B. (2012). Effects of Task -Centered vs. Topic-Centered Instructional Strategy Approaches on Problem Solving: Learning to Program in Flash. Unpublished Doctora Dissertation, Florida State University