التأثير قصير وطويل المدى للتعلم القائم على حل المشکلات والتعلم المعتمد على الأمثلة في العلوم والتکنولوجيا والهندسة والرياضيات في تحسين العبء المعرفي بين المتعلمين المصريين والعمانيين

نوع المستند : المقالة الأصلية

المؤلفون

1 قسم الدراسات التربوية- جامعة التقنية والعلوم التطبيقية بالرستاق- سلطنة عمان

2 قسم علم النفس التربوي- کلية التربية- جامعة الزقازيق- الزقازيق- جمهورية مصر العربية.

المستخلص

إن الهدف الرئيس من هذا البحث هو الکشف عن التأثيرات قصيرة وطويلة المدى للتعلم القائم على المشکلات، والتعلم القائم على الأمثلة في خفض وتحسين العبء المعرفي بين الطلاب المصريين والعُمانيين. وتکونت عينة البحث من (350) من المعلمين والتربويين ذوي الشأن الذين تتراوح أعمارهم بين (25-60 عامًا)، وعينة من الطلبة المشارکين، وتم اختيار عدد متساوٍ من المشارکين من کل من مصر وسلطنة عُمان. وقد استخدمت طريقة البحث المختلط لاختبار صحة فروض البحث ولکشف توضيح العلاقة بين نمط تعلم STEM والعبء المعرفي. وتمثلت أدوات جمع البيانات في هذا البحث في عدة أدوات منها: تقارير المعلمين عن أداء الطلبة وتقديرات الطلاب وتقارير المشارکة والاستبانة. ومن ثم تم تحليل البيانات بواسطة مجموعة من الأساليب الإحصائية الوصفية والمتقدمة مثل: معامل ارتباط بيرسون والانحدار الخطي واختبار مربع کاي. وقد أظهرت نتائج البحث أن أساليب التعلم القائم على حل المشکلات کان لديها التفوق، لا سيما في الأبعاد الفرعية کنمذجة الأقران، وأمثلة المهام ذات الأنماط الخطأ، وأمثلة المهام القياسية. کانت التدخلات التربوية الفعالة لنمذجة الأقران هي مراقبة الرسوم المتحرکة، والمهارات الحرکية النفسية، والکفاءة الذاتية، والکسب/ الاحتفاظ، والمشکلات شديدة التنظيم، وکان لدمج التدخلات التربوية في تعلم العلوم والتکنولوجيا والهندسة والرياضيات القدرة على إطلاق التفکير النقدي والمهارات الإبداعية بين المتعلمين، مما يؤدي إلى أعباء معرفية جذرية وجوهرية أفضل؛ هذا من شأنه أن يترجم إلى معدلات نجاح أعلى في تعليم العلوم والتکنولوجيا والهندسة والرياضيات والتنمية الوطنية. على الجانب السلبي، هناک قيود حاسمة لإطلاق إمکانات الطلاب مثل الرؤية والرسالة غير الواضحة لخريجي العلوم والتکنولوجيا والهندسة والرياضيات (STEM) بمستوى جامعي وأنظمة جديدة.

الكلمات الرئيسية

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