چكيده لاتين
The purpose of this research was to investigate the effect of third grade science teaching with an experiential learning approach on the stability of learning and academic motivation of female students. This research, from the type of applied research, was conducted from the perspective of quantitative approach and quasi-experimental research method. The statistical population includes female students of the third grade of primary school who were studying in one of the schools of Shahinshahr city of Isfahan province in the academic year of 1402-1401 and through the available sampling method with random assignment, 40 of them were selected as subjects in two groups of 20 Individuals were tested and controlled. The tools for collecting information were pre-test, post-test, follow-up of the researcher made from the content of the science lesson and Harterʹs academic motivation test. The reliability coefficient of Harterʹs questionnaire was calculated and confirmed by Shacher and Fisher (2004) between 0.68 and 0.73, which was reported separately for internal, external and academic motivation. To confirm the formal and content validity of the researcher-made questionnaires, the questionnaires were presented to 5 teachers of the same grade level and were approved by them. The reliability of the tests was measured by retest method and Cronbachʹs alpha. In order to carry out the research, 5 lessons from the 3rd elementary science book were taught experimentally with arrangements such as preparing a suitable space, using tools and equipment, and choosing activities to increase motivation for the experimental group. In order to analyze the data at the descriptive level, statistical indicators of frequency, frequency percentage, mean, and standard deviation were used. In order to inferential analysis of the data, the analysis of variance test with repeated measurements was used with an intragroup factor or three levels (pre-test, post-test and follow-up) and an intergroup factor or two levels (control and experimental group). The results of data analysis showed that experience-based learning had a significant and significant effect on the stability of learning and academic motivation of students. Also, the findings show that the experiential learning approach has a positive and significant effect on the sustainability of primary school studentsʹ learning in science. In the following, the findings indicate the significant effect of the experiential learning approach on motivating elementary school students and increasing internal and external motivation in learning science lessons. According to the obtained findings, it is necessary to provide attractive teaching and learning environments by using effective teaching strategies such as experiential learning to design and implement educational activities.
Keywords: Experiential learning, Sustainability of learning, Academic motivation, Third grade elementary science
