Krepitev matematične ustvarjalnosti s pomočjo modela za učenje, zasnovanega za 21. stoletje: študija z mešanimi metodami
Povzetek
Ta študija preučuje učinkovitost modela za učenje matematike, zasnovanega za 21. stoletje, pri krepitvi matematične ustvarjalnosti učencev zadnjega triletja osnovne šole v širšem obsegu. Uporabili smo kvazieksperimentalni načrt s pristopom mešanih metod, v katerega je bilo vključenih 369 učencev iz 12 šol v mestnih, predmestnih in v podeželskih območjih južnega dela Sulavezija v Indoneziji. Glavni instrument je bil odprt test matematične ustvarjalnosti, zasnovan za merjenje spretnosti in prilagodljivosti učencev pri reševanju problemov. Kvantitativni podatki so bili zbrani s predtestiranjem in potestiranjem ter analizirani z uporabo deskriptivne statistike, t-testov za pare vzorcev, Kruskal-Wallisovih testov in izračunov velikosti učinka (Cohenov d in N-gain). Kvalitativni podatki so bili pridobljeni z opazovanjem v razredih in analizirani s pomočjo tematske analize, da bi raziskali vzorce izvirnosti v procesih kreativnega mišljenja učencev. Izsledki kažejo na znatno izboljšanje spretnosti in prilagodljivosti (Cohenov d = 3,64; N-gain = 0,50), pri čemer so bile ugotovljene znatne razlike glede na lokacijo šole, saj so se učenci iz mestnih območij bolje odrezali. Kvalitativne ugotovitve razkrivajo nastajajoče vzorce izvirnosti v vprašujočem vedenju učencev in matematični komunikaciji. Model za učenje matematike, zasnovan za 21. stoletje, združuje strukturirano učenje, sistem sodelovanja in socialne interakcije ter refleksivni dialog, kar vse podpira kompetence 21. stoletja. Ta študija prinaša empirične dokaze o učinkovitosti modela v različnih kontekstih in ponuja metodološke implikacije za razvoj inovativnih pedagoških pristopov, prilagojenih posameznim kontekstom.
Prenosi
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