کاربست آنالوژی‌های آموزشی در تدریس آرایش الکترونی: رویکردی خلاقانه برای بهبود یادگیری مفاهیم انتزاعی در شیمی پایه دهم

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

پیشینه و اهداف: هدف از این پژوهش، طراحی و اجرای آنالوژی‌هایی برای تدریس مفاهیم آرایش الکترونی، قاعده آفبا و برانگیختگی الکترون در شیمی دهم و بررسی تأثیر آن‌ها بر ایجاد انگیزه و یادگیری دانش‌آموزان بود. روش: این پژوهش به روش نیمه‌آزمایشی با طرح پیش‌آزمون – پس‌آزمون با گروه کنترل انجام شد. جامعه آماری شامل دانش‌آموزان پایه دهم شهرستان ملایر در سال 1404-1403 بود که از میان آن‌ها ۵۰ نفر به روش نمونه‌گیری در دسترس انتخاب و در دو گروه 25 نفره آزمایش و کنترل قرار گرفتند. در گروه آزمایش، تدریس با استفاده از آنالوژی، اجرا شد و گروه کنترل به شیوه سنتی آموزش دید. ابزار گردآوری داده‌ها شامل آزمون‌های پیشرفت تحصیلی (پیش‌آزمون و پس‌آزمون) و نظرسنجی برای سنجش نگرش دانش‌آموزان بود. داده‌ها با کمک نرم‌افزار SPSS26 و با استفاده از آمار توصیفی و استنباطی تحلیل شدند. یافته‌ها: آزمون لوین و آزمون کلموگروف-اسمیرنوف، همگنی واریانس‌ها و توزیع نرمال داده‌ها را تأیید کرد. مقدار اندازه اثر کوهن برابر با 80/1 و ضریب مجذور اتا برابر با 458/0 محاسبه شد که نشان‌دهنده یک اثر بسیار بزرگ و معنادار در سطح اطمینان %95 بود. یافته‌های حاصل از نظرسنجی نشان داد که %۸۸ دانش‌آموزان این روش را در افزایش انگیزه و %۸4 آن را در یادگیری مفاهیم پیچیده شیمی سودمند ارزیابی کردند و %92 نیز تمایل داشتند، در تدریس سایر مباحث شیمی از این روش استفاده شود. نتیجه‌گیری: این مطالعه نشان داد که استفاده از آنالوژی می‌تواند به‌طور مؤثری به تسهیل یادگیری و افزایش علاقه دانش‌آموزان در تدریس مفاهیم پیچیده شیمی کمک کند.

کلیدواژه‌ها


عنوان مقاله [English]

Applying educational analogies in teaching electronic configuration: a creative approach to enhancing the learning of abstract concepts in 10th grade chemistry

نویسندگان [English]

  • Mahshid Golestaneh 1
  • Shaghayegh Ahmadi 2
  • Seyed Mohsen Mousavi 1
1 Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2 High School Chemistry Teacher, Ministry of Malayer, Hamadan. Iran
چکیده [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]

  • Analogy
  • Chemistry
  • 10th grade
  • Electronic configuration
  • Students
  • Learning
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