تاثیر الگوی محیط یادگیری الکترونیکی سازگار با مغز بر کارکردهای اجرایی دانش آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، دانشگاه علامه طباطبائی، تهران، ایران

2 دانشیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران

3 استادیار گروه مدیریت آموزشی پردیس شهید چمران تهران

4 استاد گروه تکنولوژی آموزشی دانشگاه علامه طباطبائی، تهران، ایران

5 دانشیار گروه سنجش و اندازه گیری دانشگاه علامه طباطبائی، تهران، ایران

10.22099/jcr.2024.7628

چکیده

هدف از پژوهش حاضر تاثیر الگوی طراحی محیط یادگیری الکترونیکی مبتنی بر علوم اعصاب تربیتی (دانش ذهن، مغز و تربیت) بر مولفه های کارکردهای اجرایی دانش آموزان در برنامه درسی ریاضی بود. روش تحقیق نیمه آزمایشی از نوع طرح پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری شامل کلیه دانش آموزان پایه پنجم ابتدایی بودند که از بین آن ها 30 نفر (15 نفر گروه آزمایش و 15 نفر گروه کنترل) با روش تمونه گیری خوشه ای به عنوان نمونه انتخاب شدند. گروه آزمایش با استفاده از الگوی شش مولفه ای یادگیری الکترونیکی سازگار با مغز (توجه، ارتباط، هیجان، یادگیری فاصله ای، عوامل محیطی و عوامل اجتماعی) در مدت شش جلسه در محیط تعاملی الکترونیکی Nearpod آموزش دیدند. ابزار گردآوری داده ها شامل پرسشنامه کارکردهای اجرایی بریف (2000) بود. مولفه های این پرسشنامه شامل مهارت های تنظیم رفتار: بازداری پاسخ، انعطاف پذیری شناختی، کنترلی هیجان و مهارت های فراشناخت: برنامه ریزی، سازمان دهی مواد، نظارت، حافظه کاری، آغازگری بود. داده ها با روش کوواریانس تجزیه و تحلیل شدند. یافته های پژوهش نشان داد الگوی محیط یادگیری الکترونیکی سازگار با مغز بر مولفه های کارکردهای اجرایی (انعطاف پذیری شناختی، بازداری پاسخ و حافظه کاری) تاثیر دارد (001/ 0p<). بر این اساس، می توان نتیجه گرفت معلمان می توانند از الگوی محیط یادگیری الکترونیکی در طراحی دروس مختلف تحصیلی استفاده کنند.

کلیدواژه‌ها

موضوعات


Akyurek, G., & Bumin, G. (2019). An investigation of executive function in children with dyslexia. Psychiatry and Behavioral Sciences9(1-2), 10-17.‏
Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuospatial short‐term and working memory in children: Are they separable?. Child development77(6), 1698-1716.‏
Almarashdeh, I. A., Sahari, N., Zin, N. A. M., & Alsmadi, M. (2011). Acceptance of learning management system: A comparison between distance learners and instructors. Advances in Information Sciences and Service Sciences3(5).‏
Amiel, J. J., & Tan, Y. S. M. (2019). Using collaborative action research to resolve practical and philosophical challenges in educational neuroscience. Trends in neuroscience and education16, 100116.‏
Amit-Danhi, E. (2020). TMI: Information Rhetoric Types in Digital Political Infographics. AoIR Selected Papers of Internet Research.‏
Anthony, C. J., & Ogg, J. (2020). Executive function, learning-related behaviors, and science growth from kindergarten to fourth grade. Journal of Educational Psychology, 112(8), 1563
Arsad, M., & Kasefi, S. (2021). The Effect of Brain-Centered Empowerment on the Executive Functions of Students with Mathematical Learning Disabilities. Community Health Journal, 15(2), 12-20. [Persian].
Austerschmidt, K. L., & Bebermeier, S. (2019). Flexible unterstützungsangebote in statistik: Implementation und effekte auf studienerfolg. Zeitschrift für Hochschulentwicklung, 14(3), 137-155.‏
Bagheri, N., & Latifi, Z. (2021). The Effectiveness of Maghz e bartar Package Intervention on Concentration, Memory and Creativity in Primary School Students in Isfahan city. Journal of Innovation and Creativity in Human Science, 10(4), 63-86 . [Persian].
Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. New York: The Guilford Press.
Bernardo, A. B., & Presbitero, A. (2018). Cognitive flexibility and cultural intelligence: Exploring the cognitive aspects of effective functioning in culturally diverse contexts. International Journal of Intercultural Relations, 66, 12-21.
Blair, C. (2017). Educating executive function. Wiley Interdisciplinary Reviews: Cognitive Science8(1-2), e1403.‏
Blair, C., & Ursache, A. (2011). A bidirectional model of executive functions and self-regulation. Handbook of self-regulation: Research, theory, and applications2, 300-320.‏
Braidic, S. (2009). Fostering successful learning communities to meet the diverse needs of university students by creating brain-based online learning environments. International Journal of Information and Communication Technology Education, 5(4). 18-25.
Brown, R. D., & Bjorklund, D. F. (1998). The biologizing of cognition, development, and education: Approach with cautious enthusiasm. Educational Psychology Review, 10(3), 355–373
Brown, R. D., & Brown, R. D. (2018). Brain development and cognitive neuroscience research methods. Neuroscience of mathematical cognitive development: From infancy through emerging adulthood, 21-42.‏
Brown, R. D., & Chiu, C. P. (2006). Neural correlates of memory development and learning: Combining neuroimaging and behavioral measures to understand cognitive and developmental processes. Developmental Neuropsychology, 29(2), 279–291
Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33, 205–228.
Buttelmann, F., & Karbach, J. (2017). Development and plasticity of cognitive flexibility in early and middle childhood. Frontiers in Psychology, 8, 1040
Caine, G. (2018). Making connections between e-learning and natural learning. In Handbook of research on student-centered strategies in online adult learning environments (pp. 1-15). IGI Global.‏
Caine, R. N. & Caine, G. (1995). Reinventing schools through brain-based learning.
Educational Leadership, 52(7), 43-47.
Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain
Cantin, R. H., Gnaedinger, E. K., Gallaway, K. C., Hesson-McInnis, M. S., & Hund, A. M. (2016). Executive functioning predicts reading, mathematics, and theory of mind during the elementary years. Journal of experimental child psychology146, 66-78.‏
Cercone, K. (2006). Brain-based learning. In Enhancing learning through technology (pp. 292-322). IGI Global.‏
Cherrier, S., Wattelez, G., Ferrière, S., & Borst, G. (2023, April). NeuroStratE: An educational neuroscience intervention to reduce procrastination behavior and improve executive planning function in higher students. In Frontiers in Education (Vol. 8, p. 1149817). Frontiers.‏
Cherrier, S., Wattelez, G., Ferrière, S., & Borst, G. (2023, April). NeuroStratE: An educational neuroscience intervention to reduce procrastination behavior and improve executive planning function in higher students. In Frontiers in Education (Vol. 8, p. 1149817). Frontiers.‏
Clemons, S. A. (2005). Brain-based learning: Possible implications for online instruction. International Journal of Instructional Technology and distance learning, 2(9), 25-34.‏
Coch, D., Michlovitz, S. A., Ansari, D., & Baird, A. (2009). Building mind, brain, and education connections: The view from the upper valley. Mind, Brain, and Education, 3(1), 27–33.
Cowan, N. (2017). The many faces of working memory and short-term storage. Psychonomic Bulletin & Review, 24(4), 1158-1170
Crow JT. (2011). Learning to write for readers using brain-based strategies. National Council of Teachers of English.
Damayanti, I., Suherman, A., Nurikhsan, J., & Anam, A. (2018). Improving Students Executive Function through Brain-Based Physical Education Learning. In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, 489-495.
Decety, J., Jackson, P. L., Sommerville, J. A., Chaminade, T., & Meltzoff, A. N. (2004). The neural bases of cooperation and competition: an fMRI investigation. Neuroimage23(2), 744-751.‏
Doebel, S. (2020). Rethinking Executive Function and Its Development. Perspectives on Psychological Science, 15(4), 942-956. 
Doukakis, S., and Alexopoulos, E. C. (2020). Knowledge transformation and distance learning for secondary education students. The role of educational neuroscience, in Proceedings of the 2020 5th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM), Corfu, 1–5.
ElAdl, A. M., & Saad, M. A. E. (2019). Effect of a Brain-Based Learning Program on Working Memory and Academic Motivation among Tenth Grade Omanis Students. Online Submission, 8(1), 42-50.‏
Erol, M., & Karaduman, G. B. (2018). The effect of activities congruent with brain based learning model on students’ mathematical achievement. NeuroQuantology, 16(5).‏
Fitzpatrick, C., & Pagani, L. S. (2012). Toddler working memory skills predict kindergarten school readiness. Intelligence, 40(2), 205-212.
Fogel, Y., Rosenblum, S., Hirsh, R., Chevignard, M., & Josman, N. (2020). Daily Performance of Adolescents with Executive Function Deficits: An Empirical Study Using a Complex-Cooking Task. Occupational Therapy International. 2020(3), 1–11.
Goswami, U. (2006). Neuroscience and education: From research to practice? Nature Reviews Neuroscience, 7(5), 2–7
Hart, L. (2002). Human brain, human learning. OR: Books forEducators, p. 24-25.
Harvey, H. A., & Miller, G. E. (2016). Executive function skills, early mathematics, and
vocabulary in head start preschool children. Early Education and Development, 27, 1–18
Hille, K. (2011). Bringing research into educational practice: Lessons learned. Mind, Brain, and Education, 5(2), 63–70.
Huizinga, M., Dolan, C. V., & Van der Molen, M. W. (2006). Age-related change in executive function: Developmental trends and a latent variable analysis. Neuropsychologia, 44(11), 2017-2036.
Jahromi, L. B., & Stifter, C. A. (2008). Individual differences in preschoolers' self-regulation and theory of mind. Merrill-Palmer Quarterly (1982-), 125-150.
Jena, A. K., Barman, M., & Scholar, M. P. (2018). Synchronous e-learning performance in relations to thinking skills, executive functions and attention benefits of students. The Online Journal of Distance Education and e-Learning, 6(3), 52-76.‏
Jensen E, Mcconchie L: Brain-based learning: the new paradigm of teaching. Corwin Press; 2020.
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd ed.). Thousand Oaks, CA: Corwin Press
Jensen, E.P.; McConchie, L. (2020). Brain-Based Learning (p. 1). SAGE Publications. Kindle Edition.
Jiménez, Y., Vivanco, O., Castillo, D., Torres, P., & Jiménez, M. (2020, June). Artificial intelligence in neuroeducation: the influence of emotions in the learning science. In International Conference on Innovation and Research (pp. 67-77). Cham: Springer International Publishing.‏
Johnson, M. H., Halit, H., Grice, S. J., & Karmiloff-Smith, A. (2002). Neuroimaging of typical and atypical development: A perspective from multiple levels of analysis. Development and Psychopathology, 14(3), 521–536.
Karami, Z. (2023). Providing a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility. Technology of Education Journal (TEJ), 17(4), 783-796 [Persian]
Kelly, R. (2013). Brain-based online learning design. Faculty Focus.‏
Kim, S. A. (2022). Executive Functioning for School-Aged Children with Autism: Longitudinal Trajectories and Predictors for Growth. University of California, Los Angeles.
Krawczyk, D. C., Han, K., Martinez, D., Rakic, J., Kmiecik, M. J., Chang, Z., ... & Didehbani, N. (2019). Executive function training in chronic traumatic brain injury patients: study protocol. Trials, 20(1), 435-446.
Lect, A., & Al-Murshidi, I. H. U. (2021). Effectiveness of Designing an Electronic Course for the Subject of General Physics According to the Brain-based Learning Theory on the Achievement of Basic Education Colleges Students. Turkish Journal of Computer and Mathematics Education (TURCOMAT)12(13), 3589-3596.‏
Lee, H., Chun, M. M., & Kuhl, B. A. (2017). Lower parietal encoding activation is associated with sharper information and better memory. Cerebral cortex27(4), 2486-2499.‏
Lee, T. L., Yeung, M. K., Sze, S. L., & Chan, A. S. (2021). Eye-tracking training improves inhibitory control in children with attention-deficit/hyperactivity disorder. Brain Sciences, 11(3), 314.‏
Liu, J., Zhang, H., Yu, T., Ren, L., Ni, D., Yang, Q., ... & Xue, G. (2021). Transformative neural representations support long-term episodic memory. Science advances7(41), eabg9715.‏
Lubis, R. H. (2017). The effect of cooperative learning model group investigation against student learning outcomes physics viewed from the adversity quotient. Jurnal Pendidikan Fisika, 6(1), 44-49.‏
Magill-Evans, J., Hodge, M., & Darrah, J. (2002). Establishing a transdisciplinary research team in academia. Journal of allied health31(4), 222-226.‏
Maraver, M. J., Bajo, M. T., & Gomez-Ariza, C. J. (2016). Training on working memory and inhibitory control in young adults. Frontiers in human neuroscience, 10, 588.
Marshall, H. W. & Kostka, I. (2020). Fostering teaching presence through the synchronous online flipped learning approach. The Electronic Journal for English as a Second Language, 24(2), 1-15
Mashhadizadeh, S., Hashemi, B & Mohammadi, L. (2021). Effectiveness of Brain-Based Learning on Problem-Solving Skills and Visual-Spatial Active Memory of Preschool Boys with Specific Learning Disabilities. JOEC, 21 (3), 2. [Persian].
McCloskey, G., & Perkins, L. A. (2012). Essentials of executive functions assessment (Vol. 68). John Wiley & Sons.
McGarry, B. J., Theobald, K., Lewis, P. A., & Coyer, F. (2015). Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review. Nurse education today, 35(9), 966-973.‏
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current directions in psychological science21(1), 8-14.‏
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive psychology, 41(1), 49-100.‏
Moghadam, H. (2020). Examining the relationship between the level of obsessive-compulsive symptoms and response inhibition with the characteristics of brain waves, Master's thesis. Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad. [Persian].
Mohammed, Y. S. A., & Daif-Allah, A. S. (2023). The interaction between brain-based learning strategies and patterns of infographics and its influence on the development of information concepts among Saudi undergraduate cybersecurity students. F1000Research, 12, 441.‏
Morgan, W. W. (2019). Elementary Teachers' Experiences Using Brain-Based Learning Strategies to Teach Reading to Minority Students (Doctoral dissertation, Northcentral University).
Murphy, R. (2021). Understanding Executive Functions: Professional Development to Support Students with Developing Executive Functions Skills in the Inclusive K-6 Environment (Doctoral dissertation, California State University, Sacramento).
Nasiri, F. (2021). The effectiveness of using brain-compatible learning strategies on cognitive flexibility, academic engagement and computational thinking in second grade elementary students in mathematics, Master's thesis. Payam Noor University of Isfahan Province. [Persian].
Norris, D., Kalm, K., & Hall, J. (2020). Chunking and redintegration in verbal short-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition46(5), 872.‏
Paivio, A., Clark, J. M., & Lambert, W. E. (1988). Bilingual dual-coding theory and semantic repetition effects on recall. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14(1), 163.‏
Panzeri, S., Janotte, E., Pequeño-Zurro, A., Bonato, J., & Bartolozzi, C. (2023). Constraints on the design of neuromorphic circuits set by the properties of neural population codes. Neuromorphic Computing and Engineering.. 3:012001.
Purpura, D. J., Schmitt, S. A., & Ganley, C. M. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 15-34.
Ren, K., Lin, Y., & Gunderson, E. A. (2019). The role of inhibitory control in strategy change: The case of linear measurement. Developmental Psychology, 55(7), 1389-1399.
Roman, A. S., Pisoni, D. B., & Kronenberger, W. G. (2014). Assessment of working memory
capacity in preschool children using the Missing Scan Task: The Missing Scan Task with Preschool Children. Infant and Child Development, 23(6), 575-587.
Saadatmand, N & Afsharinejad, M. (2022). Structural equation model of brain executive function and electronic learning of student teachers of Farhangian University. the second international conference on research findings in psychology, counseling and educational sciences. [Persian].
Samiei, S. (2021). Evaluating the effect of increased working memory load on brain cortical connections using EEG-fNIRS data. Master's thesis, electrical engineering, Faculty of Electrical Engineering, Khwaja Nasiruddin Tusi University of Technology. [Persian].
Sani, A., Rochintaniawati, D., & Winarno, N. (2019, February). Enhancing students’ motivation through brain-based learning. In Journal of physics: conference series (Vol. 1157, No. 2, p. 022059). IOP Publishing.‏
Schoemaker, K., Mulder, H., Deković, M., & Matthys, W. (2013). Executive functions in preschool children with externalizing behavior problems: A meta-analysis. Journal of Abnormal Child Psychology, 41(3), 457-471.
Schrag, F. (2013). Can This Marriage be Saved? The Future of 'Neuro-Education'. Journal of Philosophy of Education, 47(1), 20-30
Serences, J. T. (2016). Neural mechanisms of information storage in visual short-term memory. Vision research, 128, 53-67.‏
Sesmiarni, Z. (2015). Brain based teaching model as transformation of learning paradigm in higher education. Al-Ta lim Journal, 22(3), 266-275.‏
Sharbar, H. (2022). Studying the effect of brain-adaptive learning in computer education on inhibitory control and working memory of students with high stress levels. Master's thesis, Payam Noor University of Kermanshah Province. [Persian].
Sharifi, A., kamari, S., Sheikhmohammadi, A., & Khayati, G. (2022). The Effectiveness of Computerized Cognitive Training on the Performance of Response Inhibition and Sustain Attention of Students with Mathematical Problems. Journal of Applied Psychological Research, 13(2), 33-54. [Persian].
Sibley, M. H., Graziano, P. A., Ortiz, M., Rodriguez, L., & Coxe, S. (2019). Academic impairment among high school students with ADHD: The role of motivation and goal-directed executive functions. Journal of school psychology, 77, 67-76.‏
Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine-Morrow, E. A. (2016). Do “brain-training” programs work?. Psychological science in the public interest17(3), 103-186.‏
Soffer, T., Kahan, T., & Nachmias, R. (2019). Patterns of students’ utilization of flexibility in online academic courses and their relation to course achievement. International Review of Research in Open and Distributed Learning, 20(3).‏
Sousa, D. A. (1995). How the brain learns: A classroom teacher’s guide. In National Association of Secondary School Principals.
Squire, L. R., Genzel, L., Wixted, J. T., & Morris, R. G. (2015). Memory consolidation. Cold Spring Harbor perspectives in biology7(8), a021766.‏
Sridam, I., & Sangkharam, P. (2023). Elearning program for childrens executive functions development for 5-7 years old, Journal of Industrial Education, 22(1), 37-48.
Stadskleiv, K. (2020). Cognitive functioning in children with cerebral palsy. Developmental Medicine & Child Neurology, 62(3), 283–289.
Stein, M., Auerswald, M., & Ebersbach, M. (2017). Relationships between motor and executive functions and the effect of an acute coordinative intervention on executive functions in kindergartners. Frontiers in psychology, 30(8), 859-866.
Strait, J. E., Dawson, P., Walther, C. A., Strait, G. G., Barton, A. K., & Brunson McClain, M. (2020). Refinement and psychometric evaluation of the executive skills questionnaire-revised. Contemporary School Psychology24, 378-388.‏
Swayze, M., & Dexter, C. (2018). Working memory and school readiness in preschoolers. Contemporary School Psychology, 22(3), 313-323.
Utendale, W. T., Hubert, M., Saint‐Pierre, A. B., & Hastings, P. D. (2011). Neurocognitive development and externalizing problems: The role of inhibitory control deficits from 4 to 6 years. Aggressive Behavior, 37(5), 476-488.‏
Vaninsky, A. (2017). Educational Neuroscience, Educational Psychology, and Classroom
Pedagogy as a System. American Journal of Educational Research, 5(4), 384-391.
Varma, S., McCandliss, B. D., & Schwartz, D. L. (2008). Scientific and pragmatic challenges for bridging education and neuroscience. Educational Researcher, 37(3), 140–152
Welch, L. M. (2023). The Association Between Adverse Childhood Experiences and Executive Functioning: An Adaptation-Based Perspective (Doctoral dissertation, State University of New York at Albany).
Yasar, M. D. (2017). Brain-based learning in science education in Turkey: Descriptive content and meta-analysis of dissertations. Journal of Education and Practice, 8(9), 161–168.
Yavari, H., & Jalili Shishavan, A. (2020). The effectiveness of a brain based learning on everyday memory functioning and academic help seeking of students with learning disability. Journal of Research in Educational Systems, 14(51), 175-190. [Persian].
Yustitia, V., Wardani, I. S., & Juniarso, T. (2019). The effect of brain based learning model on student’s high order thinking skills. EduHumaniora| Jurnal Pendidikan Dasar Kampus Cibiru11(1), 71.‏
Zelazo, P. D. (2020). Executive function and psychopathology: A neurodevelopmental perspective. Annual review of clinical psychology16, 431-454.‏