با همکاری مشترک دانشگاه پیام نور و انجمن جغرافیا و برنامه‌ریزی روستایی ایران

نوع مقاله : مقاله پژوهشی

نویسنده

گروه آموزش محیط‌زیست، دانشگاه پیام نور

چکیده

هدف از این پژوهش کاربردی، بررسی تأثیر آموزش به روش کلاس درس معکوس بر سواد آبی دانش آموزان پایه سوم ابتدایی بود. این پژوهش از نظر روش اجرا به‌صورت نیمه آزمایشی با طرح پیش‌آزمون- پس‌آزمون همراه با گروه کنترل بوده و جامعه آماری شامل دانش آموزان پایه سوم ابتدایی یکی از مدارس دخترانه شهر خمین در سال تحصیلی 1400-1401 بوده است. به‌منظور انتخاب نمونه موردمطالعه این پژوهش، 60 نفر از دانش‌آموزان به روش نمونه‌گیری در دسترس، انتخاب و به‌صورت تصادفی در 2 گروه (یک گروه آزمایش و یک گروه کنترل) 30 نفره تقسیم‌بندی شدند. ابزار گردآوری داده‌ها، پرسشنامه محقق ساخته سواد آبی بود که پایایی آن با محاسبه ضریب آلفای کرونباخ و روایی محتوایی آن با روش لاوشه مورد بررسی و تأیید قرار گرفت. به‌منظور تجزیه‌وتحلیل داده‌ها از آزمون تحلیل کوواریانس استفاده شد. یافته‌ها نشان داد که آموزش به روش کلاس درس معکوس بر سواد آبی دانش آموزان پایه سوم ابتدایی و ابعاد شناختی، نگرشی و رفتاری آن تأثیرمثبت و معناداری داشته است(در سطح 01/0). بنا بر یافته‌های به‌دست‌آمده، نتیجه گرفته شد که کلاس درس معکوس می‌تواند یکی از رویکردهای مؤثر آموزش برای ارتقای سواد آبی دانش آموزان باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effect of Flipped Classroom Teaching Method on Water Literacy of Third Grade Elementary Students

نویسنده [English]

  • Rezaei Mahdieh

Department of Environmental Education, Payame Noor University

چکیده [English]

The purpose of this applied research was to investigate the effect of flipped classroom education on the water literacy of third-grade elementary students. This research is a quasi-experimental method with a pre-test-post-test design with a control group and the statistical population included third-grade students of one of the girls' schools in Khomein in the academic year 2021-2022. In order to select the sample of this study, 60 students were selected by the available sampling method and randomly divided into 2 groups (one experimental group and one control group) of 30 people. The data collection tool was a researcher-made questionnaire on water literacy, the reliability of which was evaluated by calculating Cronbach's alpha coefficient, and its content validity was evaluated by Lavache method. Analysis of covariance was used to analyze the data. Findings showed that flipped classroom education had a positive and significant effect on water literacy of third-grade elementary students and its cognitive, attitudinal, and behavioral dimensions (at the level of 0.01). Based on the findings, it was concluded that flipped classroom can be one of the effective approaches to education to improve students' water literacy.

کلیدواژه‌ها [English]

  • Flipped Classroom
  • Water Literacy
  • Students
  • Third Grade Elementary
Afkhami, H. (2008). “Images of Water in School Textbooks: A Content Analysis”. Global Media Journal-Persian Edition, 3(2), 1-30.[In Persian]
Amani, J.,Vahedi, Sh., Fathi Azar, I., & Obaidi, L. (2019). “The effect of reverse jigsaw puzzle on academic performance and student statistics anxiety”. Journal of Educational Psychology, 15 (52), 133-153.[In Persian]
Attari ,S.Z., Poinsatte-Jones ,K., & Hinton, K. (2017). “Perceptions of water systems”, Judgement and Decision Making, 12(3), 314–327.
Bazdar, M., Godini, H., Tarrahi, M. J., Zare, S., Yarahmadi. M., Mohammadian Zafarabadi, J et al .(2016). “Investigating the impact of training on water consumption saving in Khorramabad in 2015”. Journal of Environmental Health Engineering. 4 (1) ,1-9.[In Persian]
Dean, A. J., Fielding, K. S., & Newton, F. J. (2016). “Community knowledge about water: Who has better knowledge and is this associated with water-related behaviors and support for water-related policies?” PLoS ONE, 11(7), 1-18.
Dehaqin, V., & Hejazi, E.(2020). “Investigating the Process of Learning and Motivation in the flipped classroom: Review Article”. Rooyesh. 8 (11),149-158. [In Persian]
Evseeva, A. & Solozhenko, A. (2015). “Use of flipped classroom technology in language learning”. Procedia-Social and Behavioral Sciences, 206 (2015), 205-209.
Fortus,D., Sutherland Adams, L. M., Krajcik ,J.& Reiser,B. (2015). “Assessing the Role of Curriculum Coherence in Student Learning About Energy”. Journal of Research in Science Teaching, 52 (10), 1408–1425.
Gaughan, J. E. (2014). “The Flipped Classroom in World History”. The History Teacher, 47 (2), 221-244.
Hantla, B.F. (2014). The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: a qausi-experimental,mixed-methods study, Doctoral Dissertation, Faculty of Southeastern Baptist Theological Seminary Wake Forest, North Carolina.
Hung, H. T. (2015). “Flipping the classroom for English language learners to foster active learning”. Computer Assisted Language Learning, 28, 81-96.
Ismaili Shirazi Fard, N. (2018).Designing a cultural-specialized complex in Shiraz with emphasis on training and improving water consumption patterns. Master Thesis. Shiraz University of Art and Architecture.[In Persian]
Khanjani, A.(2011). Art storytelling. Tehran: Printing Center.[In Persian]
Lee, B. R. and Huh, M. K. (2017). “Flipped classroom pedagogy enhances student satisfaction and validated motivated strategies in genetics classrooms”. European Journal of Research and Reflection in Educational Sciences, 5 (4), 22-38.
Li, X., & Huang, Z. J. (2017). “An inverted classroom approach to educate MATLAB in chemical process control”. Education for Chemical Engineers, 19, 1-12.
Lai, T. L., Lin, F. T., Yueh, H. P. (2020). “The effectiveness of team-based flipped learning on a vocational high school economics classroom”. Interactive Learning Environments, 28 (1), 130-141. 
Lo, C. K., & Hew, K. F. (2017). “A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research”. Research and Practice in Technology Enhanced Learning, 12 (1), 1-22.
Mahmoudi, S. (2021). “Study of water literacy (case study: in three high schools for girls in Bandar Abbas)”, National Conference on Professional Research in Psychology and Counseling with a Teacher Perspective, Minab.
Maleki, M. (2017).” Investigating the behavioral patterns of optimal management of home water consumption in Iran and other countries with emphasis on the role of environmental education”. Quarterly Journal of Psychological Studies and Educational Sciences. 3(2), 150-160.[In Persian]
Mashhad Kobeh Farahani, M. (2020). The Impact of Experimental Science Curriculum with Storytelling Method on Water Literacy of Third Grade Elementary Students, M.A. Thesis, Curriculum Planning, Payame Noor University, Khomein Center. .[In Persian]
Masoudi Moghadam, E. S. (2018). Comparison of the effect of two methods of reverse and normal class education on learning the geometry of female third grade elementary school students in Kashan. Master Thesis, Psychology, Nasibeh Campus, Tehran.[In Persian]
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., & Mumper, R. J. (2014). “The flipped classroom: a course redesign to foster learning and engagement in a health professions school”. Academic Medicine, 89 (2), 236-243.
Mobaser Maleki, S. & Kian, M.(2018). “The Effect of Flipped Learning Method on Learning on Vocational Technology Courses”, Journal of Research in Teaching, 6(2), 1-14.[In Persian]
Moreno-Guerrero,A.J. Romero-Rodríguez,J.M. López-Belmonte,J and Alonso-García. S.(2020).”Flipped Learning Approach as Educational Innovation in Water Literacy”. Water, 12(2), 574, 1-13.
O'Flaherty, J., & Phillips, C. (2015). “The use of flipped classrooms in higher education: A scoping review”. The Internet and Higher Education, 25, 85–95.
Rajaiean, N., Keshtiaray,N. & Nadi, M.A.(2018).”Design of Educational Course for water Consumption based on Flipped Learning (A qualitative research)”, Journal of Research in Teaching, 6(4), 166-188.[In Persian]
Rashedpour, F. (2021). Comparison of the effect of teaching experimental science curriculum by traditional teaching method and problem solving on students' water literacy, master's thesis, curriculum planning, Payame Noor University, Khomein Center. [In Persian]
Sahebyar, H., Golmohammednezhad, G., & Barghi, I. (2019). “Study of The effectiveness of flipped learning on reflective thinking of second grade high school students in Math”. Journal of Innovation and Creativity in Human Science, 8(4), 33-62.[In Persian]
Shabani, H. (2016). Educational skills. Vol. 2, Eleventh Edition, Tehran: Samat Publications.[In Persian]
Shahriarpour, M.(2015). “The relationship between home and school and how parents work with teachers”, the third national conference of Farda School, Chalous, Sama Technical and Vocational College.[In Persian]
Sirakaya, Didem Alsancak., & Özdemir, Selçuk (2018). “The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation And Retention”. Malaysian Online Journal of Educational Technology, 6(1), 76-91.
Wei, X., Cheng, I. L., Chen, N. S, Yang, X., Liu, Y. (2020). “Effect of the flipped classroom on the mathematics performance of middle school students”. Educational Technology Research and Development, 68, 1461-1484.
Wilson, C. (2011). "Effective Approachesto Connect Children with Nature". New Zealand: Publishing Team, Department of Conservation.