:: دوره 12، شماره 4 - ( 1399 ) ::
جلد 12 شماره 4 صفحات 28-16 برگشت به فهرست نسخه ها
مقایسه تاثیر دو روش آموزشی Jigsaw و بازخوردی بر میزان رضایتمندی دانشجویان پرستاری و هوشبری دانشکده پرستاری و مامایی مشهد
شیوا عزیزی ، مریم باقری* ، حسین کریمی مونقی ، سیدرضا مظلوم
گروه پرستاری داخلی و جراحی، دانشکده پرستاری و مامایی ، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی مشهد، مشهد، ایران/ مرکز تحقیقات مراقبت پرستاری و مامایی، دانشکده پرستاری و مامایی ، دانشگاه علوم پزشکی مشهد، مشهد، ایران ، Bagherim@mums.ac.ir
چکیده:   (2667 مشاهده)
مقدمه: امروزه آموزش به ­روش دانشجو محور مورد تاکید کارشناسان آموزشی قرار گرفته است. یادگیری به ­روش بازخوردی و جیگساو دو روش آموزشی دانشجو محور از رویکردهای تاملی و تعاملی هستند که در آن دانشجویان در کلاس فعال می­ باشند. این مطالعه به مقایسه میزان رضایت­مندی دانشجویان در روش بازخوردی و جیگساو پرداخته است.
روش‌‌ها: این مطالعه تجربی روی 65 نفر از دانشجویان پرستاری و هوشبری مقطع کارشناسی پیوسته دانشگاه علوم پزشکی مشهد که به ­صورت در دسترس انتخاب شده بودند، اجرا شد.6 جلسه تئوری مربوط به واحد درسی اصول و فنون پرستاری برای اجرای مداخله انتخاب گردید. میزان رضایت دانشجویان از طریق فرم نظرسنجی پژوهشگر ساخته مشتمل بر 24 گویه در سه حیطه سنجیده شد. تجزیه و تحلیل از آمارهای توصیفی و آزمون آماری من ویتنی نرم ­افزار آماری SPSS و آمارهای توصیفی و آزمون آماری من ویتنی استفاده شد.
یافته ها: نتایج نشان داد که بین نمره رضایت­مندی دانشجویان از روش تدریس جیگساو و بازخوردی تفاوت آماری معنی ­داری وجود دارد ( 0/001=p).  همچنین رضایت­ مندی دانشجویان از روش جیگساو در هر سه حیطه مورد بررسی (زمان، ارتقاء مهارت­ها و ایجاد علاقه و انگیزه) به­ شکل معنی­ داری بیشتر از روش بازخوردی بود (0/002=p).
نتیجه گیری: نتایج حاصل از این تحقیق، نشان داد که روش تدریس پویا و غیرانفعالی جیگساو و دخالت دادن هرچه بیشتر دانشجو در فرآیند یاددهی- یادگیری، باعث می‌شود که دانشجویان با علاقه بیشتر به مباحث مربوطه بپردازند و استفاده از این شیوه­ های تدریس، ضمن آشنایی دانشجویان با روش ­های نوین آموزشی، می­ تواند دانشجویان را به­ سمت خودآموزی سوق دهد.
 
واژه‌های کلیدی: جیگساو، بازخوردی، رضایت مندی، روش تدریس مشارکتی
متن کامل [PDF 953 kb]   (1131 دریافت) |   |   متن کامل (HTML)  (1661 مشاهده)  
نوع مطالعه: پژوهشي | موضوع مقاله: شیوه های آموزش
فهرست منابع
1. Karimi Monaghi H, Rad M, Bakhshi M. [Do the New Methods of Teaching in Medical Education have Adequate Efficacy: A Systematic Review]. SDME 2013; 10 (2): 271- 80. [Persian]
2. Haghani F, Rahimi M, Ehsanpour S. [An investigation of perceived feedback in clinical education of midwifery students in Isfahan University of medical sciences]. IJME 2014: 14(7): 571- 580. [Persian]
3. Naeemi Hoseini F, Zare H, Hormozi M, SHaghagi F, Kaveh MH.[A comparison of the effects of blended learning and lecture based instruction on the student's academic motivation and satisfaction]. TEJ 2012; 6(4):245-54. [Persian]
4. Pazargadi M. Tahmasebi S. [Learning styles and their application in nursing]. Iranian Journal of Educational Strategies 2010; 3 (2): 73- 76. [Persian]
5. Mahmoudirad G, Alhani F, Anoosheh M. [Nursing students' and instructors' experience about nursing fundamental course: A qualitative study]. Iranian Journal of Medical Education 2009 15; 8 (2): 293- 303. [Persian]
6. Asadizaker M, Abed Saeedi Z, Abedi H. [Development of Clinical Teaching Process of the Fundamentals of Nursing with Participatory Approach: an Action Research]. Journal of Qualitative Research in Health Sciences 2014 15; 3 (2): 155- 89. [Persian]
7. Solati SM, Javadi R, Hosseini Teshnizi S, Asghari N.[Desirability of two participatory methods of teaching, based on students' view point]. Bimonthly Journal of Hormozgan University of Medical Sciences 2010; 14 (3): 191- 7. [Persian]
8. Elahi N, Alhani F, Ahmadi F. [Effective Education: Perceptions and Experiences of Nursing Students]. Iranian Journal of Medical Education 2012; 12 (2): 110- 9. [Persian]
9. Eslami Akbar R, Hojat M, Badiyepeymaie Jahromi Z.[Comparison of teaching through peer learning with the lecture method on the learning level of anesthesiology students at Jahrom University of Medical Sciences in 2013]. Journal of Nursing Education 2015; 4 (3): 56- 65. [Persian]
10. Razavi S, Mardani M, Avighgan M. [Increase the continuity of learning the lessons of histology with discussion method]. IJME 2012; 11 (9): 1162- 70. [Persian]
11. Golafrooz Shahri H, Khaghanizade M. [Introduction to oral presentation teaching method]. Education Strategies in Medical Sciences 2010; 2 (4): 161- 6. [Persian]
12. Khoobi M, Mohamadi N, Parvizi S, Haghani H, Izadibidani F.[A Comparison of Nursing Students' Satisfaction in Compact Disc-based Education vs]. Traditional Education. Iranian Journal of Medical Education 2015; 15: 89- 97. [Persian]
13. Behnamfar F.[Modern Reticence]. IJME 2014; 14 (9): 829- 830. [Persian]
14. Sadeghnezhad Forotagheh M, Bagheri M. [Comparison of Lecture and puzzle for Teaching Medical Emergency to Anesthesiology Students: Students' Learning and Viewpoints]. Iranian Journal of Medical Education 2013, 12 (10): 786- 795. [Persian]
15. Mirzaei M, Azizian F.[Assessment of interactive and Task-Based Learning (TBL) methods compared to the conventional method of undergraduate teaching]. Journal of Medical Education and Development 2012; 7 (1): 10- 17. [Persian]
16. Saif AA.[Modern educational psychology: psychology of learning and instruction].6th ed. Tehran: Doran; 2008. [Persian]
17. Nooozi D, Zamani F, Sharafzade Soheili A.[The effect of using educational software on students active learning of mathematics: AConstructivist aooroch]. Information and communication technology in educational sciences 2014; 4 (35): 5- 23. [Persian]
18. Nilsson KE, Stomberg MI. Nursing student's motivation toward their studies-a survey study. BMC nursing 2008; 7 (1): 6 [DOI:10.1186/1472-6955-7-6]
19. Edraki M, Abdoli R.[The Relationship between Nursing Students' educational Satisfaction and their academic success]. Iranian journal of medical education 2011; 11 (1): 32- 9. [Persian]
20. Ghobadi L, Peyravi M. [Differences in academic performance and motivated students in active learning profiles]. Journal of teaching and learning studies 2014; 6 (1): 65- 112. [Persian]
21. Momeni Danaei Sh, Zarshenas L, Oshagh M, Omid Khoda SM.[Which method of teaching would be better; cooperative or lecture]. IJME 2011; 11 (1): 24- 31. [Persian]
22. Talaei A, Hekmatpoo D.[Exploration of Arak medical students' experiences on effective factors in active learning: a qualitative research]. IJME 2012; 12 (2): 131-42. [Persian]
23. Razavi SH, Avizhgan M.[Comparison of Lecture and Group Discussion Methods on Learning Anatomical Sciences: A Study in PhD students]. IJME 2012; 11 (6): 580- 581. [Persian]
24. Haghanie F.[Active learning: An approach for reducing theory-practice gap in clinical education]. IJME 2012; 11 (9): 1179- 90. [Persian]
25. Pishgahi A, Dareshiri S, Owlia MB, Halvani A, Salman Roghani H, Aghili H, Kermani Alqureyshi M, Lotfi MH.[The effect of active learning method on stability of information and satisfaction of physiopathology students in Yazd University of Medical Sciences]. IJME 2010; 9 (3): 208- 15. [Persian]
26. Gömleksi Z. Effectiveness of cooperative learning (jigsaw II) method in teaching English as a foreignlanguage toengineering students (case of first university, turkey). European Journal of EngineeringEducation 2007; 32 (5): 613- 25. [DOI:10.1080/03043790701433343]
27. Maftei G, Maftei M. The strengthen knowledge of atomic physics using the "mosaic" method (The Jigsaw method). Procedia-Social and Behavioral Sciences 2011; 15: 1605-10. [DOI:10.1016/j.sbspro.2011.03.338]
28. Aronson E, Blaney N, Stepan C, Sikes J, Snapp N. The jigsaw classroom.2nd ed. Beverley Hills: Sage; 1978.
29. Torabizadeh K, Fathiazar E, Rahmani A.[The Effect of Two Teaching Methods on Nursing Students Perception of Psycho-Social Climate of the Classroom: Jigsaw Puzzle Versus Programmed Lecture]. IJME 2010; 9 (4): 290- 301. [Persian]
30. Aronson E, Patnoe S. The jigsaw classroom: Building cooperation in the classroom. 2nd ed. New York: Addison Wesley Longman; 1997.
31. Payami Bousari M, Fathi E, Moosavinasab N. [Comparing the Effect of Lecture Combined with Question and Answer, and Team Member Teaching Design on Nursing Student's Achievements]. IJME 2006; 6 (2): 45- 51. [Persian]
32. Karimi Moonaghi H. [New teaching approaches in higher education focusing on medical sciences education]. Mashhad: Mashhad University of medical sciences vice chancellor for research; 2014. [Persian]
33. Tayebi V, Tavakoli H, Armat M, Nazari A, Tabatabaee Chehr M, Rashidi Fakari F, et al . Nursing students' satisfaction and reactions to oral versus written feedback during clinical education. jmed. 2014; 8 (4) :2-10[Persian]
34. Moaddab N, Mohammadi E, Bazrafkan L. [The Status of Feedback Provision to Learners in Clinical Training from the Residents and Medical Students' Perspective at Shiraz University of Medical Sciences, 2014]. MEDIA 2015; 6 (1): 58- 63. [Persian]
35. Zare H, Arezi S. The Effect of Teaching Methods of Puzzle on Students Learning. Research in school and virtural learning 2014; 2 (6): 7- 16.
36. Jafari Z.[Comparison of rehabilitation students' learning in neurology through lecture with teambased learning (TBL)]. IJME 2013; 13 (6): 448- 56. [Persian]
37. Van Tran D. The Effects of Jigsaw Learning on Students' Attitudes in a Vietnamese Higher Education Classroom. International Journal of Higher Education 2012; 1 (2): 9. [DOI:10.5430/ijhe.v1n2p9]
38. Panjehpour M, Ataei N. Comparison of cooperating active and traditional teaching methods in medicine student satisfaction and learning of Clinical Biochemistry in pharmacy students. Journal of Medical Education Development 2015; 8 (19): 81- 91.
39. Karimi Moonaghi H, Mohammady A, SalehMoghaddam A, Gholami H, Karshki H.[Comparing the Effects of Cooperative Learning to Lecture Trainings on the Motivational Beliefs and Self-Regulating Learning Strategies]. IJME 2014; 14 (5): 393- 402. [Persian]
40. Mohammadi AS, Khaghanizade M, Ebadi AB, Amiri FA, Raesifar A.[ Log book a method of evaluating education and feedback strategy in nursing]. Educational Strategies 2010; 3 (1): 41-45. [Persian]
41. Hekmatpou D. [Effect of Portfolio Based Evaluation on Accuracy of Clinical Evaluation of Nursing Students during Internship in Arak University of Medical Sciences, Iran] Strides in Development of Medical Education 2013; 10(1): 60-69.[Persian]
42. Eilks I. Experiences and Reflections about Teaching Atomic Structure in a Jigsaw Classroom in Lower Secondary School Chemistry Lessons. Journal of Chemical Education 2005; 82(2): 313. [DOI:10.1021/ed082p313]
43. Gömleksi Z. Effectiveness of cooperative learning (jigsaw II) method in teaching English as a foreignlanguage toengineering students (case of first university, turkey). European Journal of EngineeringEducation 2007; 32 (5): 613- 25. [DOI:10.1080/03043790701433343]
44. Abiri M, Sadeghi A, Khosro Gavid M, ofoghi N.[a comparison of cooperative, discovery, and lecture method on students learning development and outlook toward physics].Curriculum Planning Knowledge and Research in Educational Sciences 2014; 11 (15): 55- 67. [Persian]
45. Mengduo Q, Xiaoling J. Jigsaw Strategy as a Cooperative Learning Technique: Focusing on the Language Learners. Chinese Journal of Applied Linguistics (Bimonthly) 2010; 33 (4): 113- 125.
46. Veenman S, Benthum N, Bootsma D, van Dieren J, der Kemp N. Cooperative learning and teacher education. Teaching and Teacher Education 2002; 18 (1): 87- 103. [DOI:10.1016/S0742-051X(01)00052-X]
47. Dinmohamadi MR, Jalali A, Bastani F, Parvizi S, Barimnezhad L.[Feedback: basic element of clinical education]. IJME 2008; 9 (3): 278- 82. [Persian]
48. Haghani F, Sadeghi N.[Reflective Practice in Nursing Care].IJME 2012;11(9):1511- 8. [Persian]
49. Haghani F, FakhariM.[Feedback in Clinical Education: Concept, Barriers, and Strategies]. IJME 2014: 13 (10): 869- 85. [Persian]
50. kariman N, Heidari T. The effect of Portfolio's evaluation on learning and satisfaction of midwifery students. J Arak Uni Med Sci 2010; 12 (4):81-88. [Persian]
51. Abedini Z, Jafar Begloo E, Raeisi M, Dadkhah Tehrani T.[Effectiveness of Reflection in Clinical Education: Nursing Students' Perspective]. IJN 2011; 24 (71): 74- 82. [Persian]



XML   English Abstract   Print



بازنشر اطلاعات
Creative Commons License این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است.
دوره 12، شماره 4 - ( 1399 ) برگشت به فهرست نسخه ها