جستجوی مقالات مرتبط با کلیدواژه « یادگیری موقعیتی » در نشریات گروه « علوم تربیتی »

Introductoin:

 The main axis of constructivism is that learners actively create knowledge and meaning based on their previous experiences. Constructivist learning environments aim to create rich experiences to motivate students to learn. The current research aims to study the use of teaching methods based on the constructivist approach in the second year of secondary school, in the schools of Bostanabad city, located in East Azarbaijan province.

This research was conducted with a mixed approach. the phenomenological method in the qualitative part and the descriptive, survey method in the quantitative part were used. Teachers and students are the samples in the qualitative and quantitative parts, respectively.

The components of constructivism obtained are mutual interaction, situational learning, facilitator teacher, active student, relative knowledge, and qualitative evaluation. The findings of the qualitative section show that despite the tendency to use constructivist teaching methods, teachers still adhere to traditional methods. The findings of the questionnaire using students' perspectives show that teachers implement many components of constructivism in the classroom. Therefore, all six constructivism components had an average higher than the theoretical average. The "active student" component had the highest mean. These results show that from the students' viewpoint, their classrooms are associated with constructivist teaching methods and have constructivist teachers. However, this view was stronger among boys than among girls.

Discussion and Conclusion:

 Considering the findings and the importance and benefits of the constructivist approach in teaching and students learning, it is suggested that in order to help equalize the level and ability of teachers to implement the constructivist approach, in-service courses should be held for teachers to familiarize them with this approach and be able to implement it.

The main purpose of the present study was to determine the effects of Blended situated-based learning on students’ school motivation, learning, test anxiety and teaching satisfaction. It was a quasi-experimental study and a total of 34 psychology juniors at Tehran Payame-Noor University, who had enrolled in the "psychopathology 1" course for the first time and volunteered to participate in the study were selected as the sample group. Classes were randomly divided into the intervention and control groups. Eighteen students participated in the blended situated-based learning program and sixteen students participated in the lecture-based program. Student’s motivation was measured by the short form of Mc Inerney and Sinclaire school motivation questionnaire (1372) and test anxiety was determined by Ahvaz test anxiety questionnaire (1375). To determine academic achievement, a number of questions which were related to content were randomly selected from the content questions bank and were used in the pre- and post-tests. The same questions were used for both groups in pre-test and post-test stages. Teaching satisfaction was determined by direct multiple choice questions after instructional programs. Statistical analysis was done by Mannwithney test. It was shown that in comparison to lecture-based instruction, blended situated-based learning increased students’ learning (p<0.001); school motivation (p<0. 001); teaching satisfaction (p<0.001) and decreased their test anxiety (p<0.001).