أثر التدريب على التفكير فوق المعرفي في التعلم الآلي والتعلم ذي المعنى
Abstract
ملخص
هدفت هذه الدّراسة التعرّف إلى فاعلية التدريب على التفكير فوق المعرفي في تطوير مستوى الأداء في كل من مجالي التعلم الآلي، الذي تم قياسه من خلال اختبار للأداء في مجال التذكر، والتعلم ذي المعنى الذي تم قياسه من خلال اختبار يقيس مستوى الفهم والاستيعاب، ولتحقيق أهداف الدراسة، تم استخدام المنهج التجريبيّ، وتكوّنت عينة الدّراسة من (51) طالباً من الطلاب الجامعيين في كلية العلوم التربوية في الجامعة الأردنية، حيث تمّ اختيار شعبتين من شعب مادة علم النفس التربوي، وتم تعيين أحد الشعبتين (ن= 24) عشوائيا للظرف التجريبي، في حين تم تعيين المجموعة الثانية (ن = 27) للظرف الضابط، حيث لم يتعرض أفراد هذه المجموعة لأي نوع من التّدريب.
وللتحقّق من وجود أثر للتّدريب على التفكير فوق المعرفي في المتغيرين التابعين عند مستوى الدّلالة ( α≤ 0,05)، تمّ حساب المتوسّطات الحسابيّة والانحرافات المعياريّة وتحليل التّباين المشترك. أظهرت نتائج الدّراسة أنّه لا يوجد فروق ذات دلالة إحصائيّة بين درجات أفراد المجموعتين في الأداء على اختبار التذكر، لصالح أيٍّ من أفراد المجموعتين، في حين أن هناك فروق ذات دلالة في الأداء على اختبار الفهم، لصالح المجموعة التجريبية. هذه النتائج تؤكد فاعلية التدريب على التفكير فوق المعرفي في تطوير التعلم ذي المعنى وعدم تأثيره في التعلم الآلي.
The Effect of Metacognitive Thinking Training on Rote Learning and Meaningful Learning
Abstract
The current study aimed to investigate the effect of metacognitive thinking training on rote learning measured by a recognition test, and meaningful learning measured by a comprehension test among a sample of university students.
The sample (n = 51) was divided into two groups; an experimental group and a control group. The experimental group (n= 24) was subjected to a training program, whereas the control group (n= 27) was subjected to nothing. Further, both groups were subjected to a pretest and a posttest measuring both recognition and comprehension.
To answer the research questions, means and standard deviations of students' scores were obtained. Furthermore, an analysis of covariance was conducted to investigate the effect of the experimental treatment.
Results of the study revealed that there were significant differences between the means of the experimental and the control groups in favor of the experimental group on the scores of comprehension, whereas there were no differences between the two groups on performance on the recognition test. These results assure the efficiency of metacognitive training in developing meaningful learning.
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DOI: http://dx.doi.org/10.35682/905
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