سنجش تفاوتهای جنسیتی در مدل خودپنداره تحصیلی درس فیزیک (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
خود پنداره تحصیلی سازه ای چند بعدی است ، که به طور خاص در هر حوزه درسی تعریف و اندازه گیری می شود. هدف این پژوهش بررسی رابطه خودپنداره تحصیلی درس فیزیک و جنسیت در دانش آموزان ایرانی است. داده ها از نمونه ای 603 نفری دانش آموزان پسر و دختر در رشته های تجربی و ریاضی پایه های تحصیلی دهم تا دوازدهم دبیرستان های متوسطه ایران گردآوری شدند. برای هنجاریابی پرسشنامه خودپنداره تحصیلی فیزیک از تحلیل عاملی تاییدی و تحلیل روایی ظاهر و محتوایی استفاده شد. یافته ها نشان داد پرسشنامه خودپنداره تحصیلی فیزیک روایی سازه مطلوبی داشت و همچنین روابط بین خودپنداره تحصیلی فیزیک و جنسیت دانش آموزان معنادار و قابل توجه است ساختار مدل خودپنداره تحصیلی فیزیک بین پسران و دختران متفاوت عمل می کند و دانش آموزان دختر از نمره خودپنداره تحصیلی پایینی نسبت به پسران برخوردار هستند. پیشنهاد می شود در تدریس درس فیزیک به تفاوتهای جنسیتی توجه شده و مداخله لازم برای بهبود خودپنداره تحصیلی در درس فیزیک در مدارس ایران انجام پذیرد.Assessing gender differences in the model of physics academic self-concept
Introduction The academic self-concept is a multidimensional structure, which can be defined and measured specifically in each field of study. The idea that having a positive academic self-concept can have positive educational consequences is trending. Academic self-concept is an individual’s self-evaluation and self-perception of his/her general ability in a specific academic domain. Academic self-concept can play an influential role in one's academic motivation and academic choices So far, models have been developed for science, followed by instruments for measuring academic self-concept, including physics as a branch of science. If we seek more profound and more effective teaching and learning methods in physics education, our greater awareness of the physics academic self-concept and a better understanding of its impact will play a decisive role in the learning process. a combination of direct educational interventions (such as improving academic self-concept) and indirect educational interventions (like improving knowledge and skills) are the among most successful ways to achieve the desired learning outcomes. Therefore, it is crucial to have a deep understanding of student’s academic self-concept in physics. The study objective was to investigate the relationship between physics academic self-concept and gender differences in Iranian students. Method Data were collected from a sample of 603 male and female students in the science-based and calculus-based disciplines of the tenth to twelfth grades of Iranian secondary high schools. Confirmatory factor analysis and psychometric methods were used to standardize the Physics Academic Self-Concept Questionnaire. Results The results showed that the academic self-concept questionnaire has an appropriate structural validity and the relationship between the physics academic self-concept and students' gender is significant. Discussion The structure of the physics academic self-concept model was different between boys and girls, and female students had lower academic self-concept scores than male students. It is suggested that gender differences be considered in physics education and the necessary intervention be made to improve the physics academic self-concept in Iranian schools.
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