نوآوری‌های آموزشی

نوآوری‌های آموزشی

اثربخشی یادگیری مبتنی بر حل مسئله پروژه محور (PBL) با رویکرد STEM در ارتقای مهارت‌های تفکر انتقادی و ارتباطات ریاضی دانش‌آموزان

مقالات آماده انتشار

نوع مقاله : مقاله پژوهشی

نویسندگان
آرزو حسینی 1
فاطمه آیت الله زاده شیرازی 2
1 استادیار گروه آموزش ریاضی ، دانشگاه فرهنگیان، تهران، ایران. صندوق پستی 889-14665
2 دانشیار، دانشکده ریاضی، آمار و علوم کامپیوتر، پردیس علوم، دانشگاه تهران، تهران، ایران
10.22034/jei.2026.549894.3328
چکیده
این پژوهش نیمه‌تجربی اثربخشی یادگیری مبتنی بر مسئله پروژه محور با رویکرد استم (متغیر مستقل) را بر بهبود مهارت‌های تفکر انتقادی و ارتباطات ریاضی (متغیرهای وابسته) در ۷۶ دانش‌آموز پایه هفتم (۳۸ نفر از مدرسه کم‌برخوردار جوادآباد و ۳۸ نفر از مدرسه عادی منطقه ۶ تهران) در سال تحصیلی ۱۴۰۲-۱۴۰۳ بررسی کرد. با استفاده از روش تحقیق و توسعه مبتنی بر مدل ADDIE، مداخله شامل برنامه درسی چهارماهه با تمرکز بر اشکال مسطحه، برگه‌های فعالیت و آزمون‌ها بود. داده‌ها از طریق پیش‌آزمون و پس‌آزمون با ابزارهای آزمون واتسون-گلیزر (آلفای کرونباخ= )، ارزیابی ارتباطات ریاضی (مبتنی بر استاندارهای ان سی تی ام: ارتباط اشیاء/تصاویر با مفاهیم، تبدیل ایده‌ها به تصاویر، توضیح روابط) و پرسشنامه نگرش ایکن (آلفای کرونباخ= ؛ خرده‌مقیاس‌ها: لذت، ترس، ارزش ریاضیات) جمع‌آوری شد. نتایج نشان‌دهنده بهبود چشمگیر بود: نمرات تفکر انتقادی در مدرسه کم‌برخوردار از به ( شاخص نمره نرمال‌شده برابر با ) و در مدرسه عادی از به (شاخص نمره نرمال‌شده برابر با ) افزایش یافت. ارتباطات ریاضی به‌ترتیب از به و از به بهبود یافت. تغییرات نگرشی نیز قابل توجه بود، به‌طوری‌که میانگین نمره پس‌آزمون نگرش در مدرسه کم‌برخوردار بالاتر از مدرسه عادی بود. تحلیل کواریانس یک طرفه با سطح معناداری کمتر از ، بهبود معنادار در لذت از ریاضیات ( F=)، کاهش ترس ( F=) و ارزش‌گذاری ( F=) را تأیید کرد. این مداخله شکاف عملکرد تحصیلی را کاهش داد و نشان‌دهنده ظرفیت استم با مسائل پروژه محور در پرورش مهارت‌های شناختی و ارتباطی سطح بالا در محیط‌های آموزشی متنوع است.
کلیدواژه‌ها
تحقیق و توسعه
استم
یادگیری مبتنی بر مسئله پروژه محور
مهارت‌های تفکر انتقادی
ارتباطات ریاضی
مدل ADDIE
موضوعات

عنوان مقاله English

The Effectiveness of STEM-Integrated Problem-Based Learning (PBL) in Enhancing Students' Mathematical Critical Thinking and Communication Skills

نویسندگان English

Arezoo Hosseini 1
Fatemah Ayatollah Zadeh Shirazi 2
1 Department of Mathematics Education, Farhangian University, P. O. Box 14665-889, Tehran, Iran
2 Faculty of Mathematics, Statistics and Computer Science, College of Science, University of Tehran, Enghelab Ave., Tehran, Iran
چکیده English

This quasi-experimental study investigated the effectiveness of Problem-Based Learning (PBL) integrated with a STEM approach (independent variable) in enhancing mathematical critical thinking and communication skills (dependent variables) among 76 seventh-grade students (38 from an underprivileged school in Javadabad and 38 from a regular school in Tehran’s District 6) during the 2023-2024 academic year. Employing a Research and Development (R&D) methodology based on the ADDIE model, the intervention comprised a four-month curriculum focused on flat shapes, incorporating activity sheets and assessments. Data were collected through pre- and post-tests using the Watson-Glaser Critical Thinking Appraisal (Cronbach’s alpha = 0.81), a mathematical communication assessment (NCTM-based: linking objects/images to concepts, translating ideas into visuals, explaining relationships), and the Aiken attitude questionnaire (Cronbach’s alpha = 0.88; subscales: enjoyment, fear, and value of mathematics). Results demonstrated significant improvements: critical thinking scores increased from 24.91% to 73.38% (N-Gain = 0.65) in the underprivileged school and from 37.16% to 77.56% (N-Gain = 0.64) in the regular school. Mathematical communication skills improved from 19.10% to 58.85% and from 34.56% to 67.54%, respectively. Attitudinal changes were notable, with the underprivileged school showing a higher mean attitude score (M = 51.04, SD = 1.968) compared to the regular school (M = 40.36, SD = 2.464). One-way ANCOVA confirmed significant improvements in enjoyment of mathematics (F = 81.384, p < 0.001), reduced fear (F = 88.525, p < 0.001), and perceived value (F = 101.917, p < 0.001). This intervention reduced the academic performance gap by 42% and highlights the potential of STEM with project-based problems in cultivating high-level cognitive and communicative skills in diverse educational settings.

کلیدواژه‌ها English

Research and development
STEM
Problem-Based Learning (PBL)
Critical Thinking Skills
Mathematical Communication
ADDIE model
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