نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش شیمی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران
2 دبیر شیمی، اداره آموزش و پرورش شهرستان ملایر، همدان، ایران،
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Objective: This study aimed to design and implement analogies for teaching the concepts of electron configuration, Aufba’s principle, and electron excitation in 10th-grade chemistry, and to investigate their effect on students’ motivation and learning Methods: This study used a quasi-experimental design with a pretest-posttest control group. The statistical population consisted of 10th-grade students in Malayer, Iran during the academic year 2024-2025. Among them, 50 students were selected through convenience sampling and assigned to two groups of 25 participants in each; one group served as the experimental group and the other as the control group. The experimental group was taught through analogical instruction, while the control group received traditional teaching. Data collection instruments included academic achievement tests (pretest & posttest) and a student survey designed to assess students’ attitudes. Data were analyzed using SPSS version 26 with descriptive and inferential statistics. Findings: Levene’s test and the Kolmogorov–Smirnov test confirmed homogeneity of variances with normal data distribution. Cohen’s d effect size was 1.80, and Eta squared was 0.458, indicating a large and statistically significant effect at the 95% confidence level. Survey results showed that 88% of the students rated this method as effective in increasing motivation, 84% found it helpful in learning complex chemistry concepts, and 92% expressed willingness to have this method applied in teaching other chemistry topics. Conclusion: The study demonstrated that analogy can facilitate learning and enhance students’ interest in teaching complex chemistry concepts.
کلیدواژهها [English]
)