JOHNSON’S CONSTRUCTIVE PATTERN IMPACT IN PROBLEM-BASED LEARNING ON THE ATTITUDE, SATISFACTION AND LEARNING IN IN-SERVICE TRAINING PROGRAMS FOR TEACHERS

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FIROOZY ZAHRA; KARAMI MORTAZA; KARSHAKI HOSSEIN; SAEEDI REZVANI MAHMOUD

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Paper Information

Journal: CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES Year:2014 | Volume:10 | Issue:12 (39) Page(s): 36-52

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Title

JOHNSON’S CONSTRUCTIVE PATTERN IMPACT IN PROBLEM-BASED LEARNING ON THE ATTITUDE, SATISFACTION AND LEARNING IN IN-SERVICE TRAINING PROGRAMS FOR TEACHERS

Author(s)

FIROOZY ZAHRA | KARAMI MORTAZA | KARSHAKI HOSSEIN | SAEEDI REZVANI MAHMOUD | Issue Writer Certificate

Keywords

PROBLEM-BASED INSTRUCTIONAL DESIGNQ2

IN-SERVICE EDUCATIONQ2

INSTRUCTIONAL DESIGNQ2

AND EFFECTIVE INSTRUCTIONQ2

Abstract

This research was conducted with the aim of Johnson’s constructive pattern impact in problem-based learning in-service training programs for teachers. The research method was quasi-experimental. In order to measure satisfaction and attitude variables posttest design with control group was used and to measure the learning variable pretest-posttest design with control group were used. The statistical sample consisted of two groups of teachers participated in a descriptive evaluation in-service course in the city of Lamerd. The number of participants in this group was 68. The descriptive evaluation course was designed based on David Johnson’s constructive problem based learning. Research tools included two questionnaires to measure satisfaction, attitudes and the test was used to measure academic achievement. The content validity was used as a validation method for all means in this study. The reliability amount of satisfaction and attitude questionnaires calculated by using Cronbach’s alpha coefficient and the results were 0.96 and 0.94, respectively. At the mean time, it was 0.83 for a test questionnaire by using Cooder Richardson method. The obtained data were analyzed using multi-variable variance and single-variable covariance analysis. The results indicated that designing constructivist problem-based learning environment in IN-SERVICE EDUCATION could increase the learner’s satisfaction and more positive attitude, getting better results in academic achievement and increased the overall effectiveness of the instruction.

Cites

THE EFFECT OF EVALUATION LEVELS ON IMPROVING THE QUALITY OF TRAINING COURSES BY TEHRAN MUNICIPALITY WITH AN APPROACH TO PROMOTING ECONOMIC FUNCTION

References

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APA: Copy

FIROOZY, ZAHRA, KARAMI, MORTAZA, KARSHAKI, HOSSEIN, & SAEEDI REZVANI, MAHMOUD. (2014). JOHNSON’S CONSTRUCTIVE PATTERN IMPACT IN PROBLEM-BASED LEARNING ON THE ATTITUDE, SATISFACTION AND LEARNING IN IN-SERVICE TRAINING PROGRAMS FOR TEACHERS. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, 10(12 (39)), 36-52. SID. https://sid.ir/paper/127223/en

Vancouver: Copy

FIROOZY ZAHRA, KARAMI MORTAZA, KARSHAKI HOSSEIN, SAEEDI REZVANI MAHMOUD. JOHNSON’S CONSTRUCTIVE PATTERN IMPACT IN PROBLEM-BASED LEARNING ON THE ATTITUDE, SATISFACTION AND LEARNING IN IN-SERVICE TRAINING PROGRAMS FOR TEACHERS. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES[Internet]. 2014;10(12 (39)):36-52. Available from: https://sid.ir/paper/127223/en

IEEE: Copy

ZAHRA FIROOZY, MORTAZA KARAMI, HOSSEIN KARSHAKI, and MAHMOUD SAEEDI REZVANI, “JOHNSON’S CONSTRUCTIVE PATTERN IMPACT IN PROBLEM-BASED LEARNING ON THE ATTITUDE, SATISFACTION AND LEARNING IN IN-SERVICE TRAINING PROGRAMS FOR TEACHERS,” CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, vol. 10, no. 12 (39), pp. 36–52, 2014, [Online]. Available: https://sid.ir/paper/127223/en

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