fa اثربخشی یادگیری معکوس بر سواد سلامت در درس علوم تجربی سلامت Health پژوهشی اصيل Original Research <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">مقدمه:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> یادگیری معکوس رویکردی نوین در نظام&shy; آموزشی است و علی رغم اینکه امکان اجرای آن در کلاس</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%">&shy;</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">های دوره&nbsp;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">های ابتدایی و درس علوم</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%">&shy;</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">تجربی از لحاظ موضوعی، امکانات آموزشی و زمانی فراهم است، استفاده از آن محدود می</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%">&shy;</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">باشد لذا مقاله حاضر با هدف تعیین اثربخشی یادگیری معکوس بر سواد سلامت در درس علوم تجربی دوره دوم ابتدایی انجام شد.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">روش&shy;ها:</span></span></span></b> <span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">روش پژوهش، نیمه آزمایشی از نوع طرح پیش&nbsp;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">آزمون-پس&nbsp;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">آزمون با گروه گواه بود و جامعه آماری دانش&nbsp;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">آموزان مدارس ابتدایی دخترانه شهر بناب بودند که در سال تحصیلی 1401-1400 به تحصیل اشتغال داشتند. حجم نمونه شامل ۴۴ نفر از دانش&nbsp;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">آموزان بود که در دو گروه آزمایش و گواه تقسیم &shy;بندی شده بودند. ابزار پژوهش پرسش</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%">&shy;</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">نامه سنجش سواد سلامت مقتبس از پرسش</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%">&shy;</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">نامه منتظری و همکاران (۱۳۹۳) با پایایی 886/0 و آزمون مدادکاغذی با پایایی 722/0&nbsp; بود و روایی آن</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%">&shy;</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">ها پس از مطالعه توسط متخصصان دانشگاهی و معلمان باسابقه تایید شد. ابتدا، پرسش</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%">&shy;</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">نامه و آزمون مداد کاغذی به عنوان پیش</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%">&shy;&nbsp;</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">آزمون بر روی هر دو گروه اجرا شد. سپس گروه آزمایش به مدت 1۰ جلسه تحت راهبرد یادگیری معکوس در درس علوم</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%">&shy;&nbsp;</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">تجربی در موضوعات سواد سلامت قرار گرفت. بعد از اتمام جلسات آموزشی، بر روی هر دو گروه پس&nbsp;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">آزمون اجرا شد. جهت تحلیل داده‌ها از آمار توصیفی میانگین و انحراف معیار و آمار استنباطی تحلیل کوواریانس استفاده </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%">&shy;</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">شد.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">یافته &shy;ها:</span></span></span></b><b> </b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">یافته&shy; ها </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">نشان داد که میانگین نمرات دانش&nbsp;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">آموزانی که روش یادگیری معکوس را دریافت کرده&nbsp;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">بودند بیشتر از میانگین نمرات دانش</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%">&shy;</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">آموزانی بود که از روش سنتی در تدریس استفاده کرده‌اند.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">نتیجه گیری:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> می‌توان نتیجه گرفت که روش یادگیری معکوس بر سواد سلامت دانش آموزان موثر بود.</span></span></span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Introduction:</span></span></span></b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""> Flipped classroom is a new approach in the educational system, and despite the fact that it can be implemented in the elementary grade classrooms and experimental sciences course in terms of subject matter, educational facilities and time, its use is limited. The aim of the current research is to investigate the effectiveness of flipped classroom on health literacy in the experimental sciences course of the second elementary school.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Methods:</span></span></span></b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""> The research method was a semi-experimental type of pre-test-post-test design with a control group, and the statistical population was the students of girls&#39; primary schools in Bonab city who studied in the academic year of 1400-1401. The sample size included 44 students who were divided into two experimental and control groups. The research tool was the health literacy questionnaire adapted from Montazeri et al.&#39;s questionnaire (1393) with a reliability of 0.886 and a paper-and-pencil test with a reliability of 0.722, and their validity was confirmed after verifying by university experts and experienced teachers. First, the questionnaire and paper-and-pencil test were performed as a pre-test on both groups. Then, the experimental group was subjected to the flipped classroom strategy for 10 sessions in the science-experimental course in health literacy. After the completion of the training sessions, a post-test was performed on both groups. Descriptive statistics of mean and standard deviation and inferential statistics of covariance analysis were used to analyze the data.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Results:</span></span></span></b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""> The results showed that the average scores of the students who received the flipped classroom method were higher than the average scores of the students who used the traditional teaching method.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span calibri="" style="font-family:"><b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Conclusions:</span></span></span></b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""> It can be concluded that the flipped classroom was effective on students&#39; health literacy.</span></span></span></span></span></span><br> &nbsp; یادگیری, یادگیری معکوس, سواد سلامت, علوم تجربی. Learning, Flipped classroom, Health literacy, Experimental sciences. 386 396 http://edcbmj.ir/browse.php?a_code=A-10-3416-1&slc_lang=fa&sid=1 Neda Najafzadeh Nezamabad ندا نجف زاده نظام اباد n.najafzadeh92@gmail.com 100319475328460041871 100319475328460041871 Yes Shahid Madani University of Azerbaijan, Tabriz, Iran دانشگاه شهید مدنی آذربایجان، تبریز، ایران Isa Barghi عیسی برقی isabarqi@yahoo.com 100319475328460041872 100319475328460041872 No Shahid Madani University of Azerbaijan, Tabriz, Iran دانشگاه شهید مدنی آذربایجان، تبریز، ایران Gholamreza Golmohammadnazhad Bahrami غلامرضا گلمحمدنژاد بهرامی dr.golmohammad@yahoo.com 100319475328460041873 100319475328460041873 No Shahid Madani University of Azerbaijan, Tabriz, Iran دانشگاه شهید مدنی آذربایجان، تبریز، ایران