مقایسه تأثیر سه رویکرد یاد‌دهی ـ یادگیری بر عملکرد یادگیری دانش‌آموزان در درس‌زیست‌شناسی

Present study was designed to investigate the effects of three teaching- learning approaches including discovery, interactive and transmission approaches on the students learning performance in biology lesson. In this quasi- experimental research three experimental groups (N1=60, N2=71, N3=63) were used in order to identify any significant difference between the students learning performance who have been taught with these three approaches. To answer the study question, a sample of 194 students were selected and divided into 3 groups: With discovery teaching- learning approach 60 students, with interactive teaching- learning approach 71 students, and with the transmission teaching- learning approach 63 students have been taught. Results showed the learning performance of the students with the discovery teaching- learning approach is more than the other groups and the learning performance of the students with interactive teaching- learning approach is more than the transmission, teaching - Learning approach The Scheffe test also showed a significant difference between the mean score of the learning performance in these three groups. Furthermore, the discovery teaching- learning approach promotes the high level learning skills such as constructing hypothesis, analysis, judgment, and skillful practice among students more than the other two approaches.