چکیده:
This research was conducted with an applied purpose and was descriptive-analytical in terms of data collection. The statistical population included all male middle school students in smart schools of Mashhad District 1 in the academic year 1403-1404, whose number was reported as 270. From this population, using a multi-stage cluster sampling method, 60 students were selected from two schools and randomly assigned to two groups of 30 for experimental and control. The data collection tool was a researcher-made standardized test to assess problem-solving skills and learning motivation, whose validity was confirmed by five experts and whose reliability was calculated through Cronbach's alpha of 0.87. For data analysis, descriptive statistics (mean, standard deviation) and inferential statistics (independent t-test and paired t-test) were used using SPSS software version 26. The findings showed that there was no significant difference between the pre-test scores of the two experimental and control groups in problem-solving skills and learning motivation. However, after implementing the independent variable (curriculum with an experience-based workshop learning approach) for 12 sessions in the experimental group, the results of the independent t-test indicated a significant increase in the post-test scores of the experimental group compared to the control group. Also, the results of the paired t-test in the experimental group showed a significant difference between the pre-test and post-test scores in both components, while in the control group, this difference was not significant. Consequently, implementing a curriculum with an experience-based approach in smart schools can be used as an effective strategy in improving problem-solving skills and increasing student learning motivation. It is suggested that by providing the necessary technical and educational infrastructures, the ground should be prepared to expand this approach in other subjects and educational levels.
خلاصه ماشینی:
However, after implementing the independent variable (curriculum with an experience-based workshop approach) for 12 sessions in the experimental group, the results of the independent t-test indicated a significant increase in the post-test scores of the experimental group compared to the control group.
Consequently, implementing a curriculum with an experience-based approach in smart schools can be used as an effective strategy in improving problem-solving skills and increasing learning motivation students be used.
Introduction Curriculum planning with an approach of learning based on experimental workshops in smart schools means creating an educational space where students engage in learning scientific concepts and skills through practical experiences and Hands-on activities.
The purpose of examining curriculum planning with an approach of learning based on experimental workshops in smart schools is to identify and analyze these challenges and problems so that appropriate solutions can be provided to improve the teaching and learning process.
The results obtained from this research indicate that implementing a curriculum with an experience-based approach can be used as an effective strategy in improving problem-solving skills and increasing students' learning motivation.
24 Post-test The information in these tables indicates important results regarding the impact of a curriculum with an experiential workshop-based learning approach on students' problem-solving skills and learning motivation.
These results indicate the existence of a significant difference between the two groups in the post-test scores and emphasize that the experiential workshop-based curriculum has effectively helped improve student learning.
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