Advances in Cognitive Sciences

fa تدوین بسته آموزشی مبتنی بر قالب‌های معنایی و تأثیر آن بر مهارت نوشتن دانش‌آموزان پایه ششم دبستان Development of an educational package based on semantic frames and its effect on sixth-grade primary school students’ writing skill آموزش و پرورش و بازتوانی شناختی پژوهشي اصیل Research <div style="text-align: justify;"> مقدمه: نوشتن را می‌توان از جمله بزرگترین چالش‌های مقاطع مختلف تحصیلی از دبستان تا دوره‌های تحصیلات تکمیلی دانشگاه برشمرد. هدف پژوهش تدوین بسته آموزش غیرمستقیم قالب‌های معنایی و تأثیر آن بر مهارت نوشتن دانش‌آموزان بود. روش کار: پژوهش حاضر شبه‌آزمایشی با طرح پیش‌آزمون_پس‌آزمون، با گروه کنترل بود. جامعه آماری شامل کلیه دانش‌آموزان دختر و پسر پایه ششم دوره دبستان شهر رشت در سال تحصیلی 1400-1399 بودند که از میان آنها 100 دانش‌آموز به روش نمونه‌گیری تصادفی ساده در دو گروه آزمایش و کنترل گمارده گرفتند. ابزار سنجش شامل یک پرسشنامه ده گزینه‌ای محقق‌ساخته بود. بسته آموزش غیرمستقیم قالب‌های معنایی طی 10 جلسه 60 دقیق‌های به صورت هفته‌ای دو جلسه با استفاده از روش تکلیف‌محور برای دانش‌آموزان گروه آزمایش در دو مدرسه دخترانه و پسرانه صورت پذیرفت. گروه کنترل هیچ‌گونه مداخله‌ای در آن زمان دریافت نکردند. در پایان جلسات آموزشی، از هر دو گروه آزمایش و کنترل در شرایط یکسان پس‌آزمون گرفته شد و نتایج با نرم‌افزار SPSS-26 تجزیه و تحلیل شدند. یافته‌ها: یافته‌های پژوهش نشان داد که بسته آموزشی قالب‌های معنایی بر مهارت نوشتن دانش‌آموزان پایه ششم دبستان تأثیرگذار است. به سخن دیگر، میزان پیشرفت در نگارش دانش‌آموزانی که در جلسات آموزشی شرکت کرده بودند در مقایسه با گروه کنترل افزایش معناداری داشت (01/0P<). نتیجه‌گیری: با استناد به نتایج پژوهش، می‌توان بسته آموزش غیرمستقیم قالب‌های معنایی را به عنوان تسهیل‌کننده در امر یادگیری و عاملی موثر بر مهارت نوشتن دانش‌آموزان پایه ششم دبستان پیشنهاد داد. به ‌طوری که به ‌صورت عملی در مدارس و دوره‌های آموزشی برای آموزگاران در نظر گرفته شود.  </div> Introduction Writing can be narrowly regarded as a particular kind of verbal production skill where text is manufactured to meet a discourse demand, or more broadly, as a complex, an integrated performance that cannot be understood apart from its social and cognitive purposes. Cognitive models consider writing as a problem-solving activity that, like other complicated intellectual ones, involves coordinating multiple cognitive processes. The findings of Daneshgar in the Academy of Persian Language and Literature revealed that Iranian students possess limited writing ability compared to reading, speaking, and listening skills. This approach provided the basis for the research’s main question: How can Iranian primary school students’ writing skills be improved through indirect instruction of semantic frames?. The research aimed to develope an educational package consisting of semantic frames and related narrative texts and investigate its effect on sixth-grade primary school students’ writing skills. The research questions were: (1) how an educational package can be designed based on semantic frames; (2) how is it possible to teach the offered educational package to the students; and (3) how can the effectiveness of the educational package on the student writing skill be evaluated. Methods The present study was mixed (qualitative-quantitative) in terms of research paradigm, applied in terms of purpose, and quasi-experimental with a pretest-posttest design with a control group in terms of method. The statistical population included all sixth-grade male and female students of the primary school in Rasht in the academic year 2020-2021, of which 100 students were selected by random sampling method and assigned to the experimental and control group (50 people in each group). Since there was no writing test corresponding to the present research purpose, the research instrument included the 10-item researcher-made questionnaire in which cognitive skills of creative thinking, information processes, reasoning and decision making, memory thinking and awareness, information assessment, problem-solving, research, and perception were evaluated concerning semantic frames. It was given to four experts in the fields of cognitive linguistics, cognitive psychology, cognitive education, and curriculum planning, then two sixth-grade teachers to assess the validity of the test. Its content validity was determined to be 80% by Content Validity Index (CVI). The reliability of the tests was measured by reference to the retest method. Precisely, the test was conducted twice on the same samples in a period of ten days. Then, the correlation between their different sets of results was calculated. The correlation assured the reliability of the test of 86%. For designing and compiling a training package, the theoretical concepts of frame semantic theory were studied from reliable sources, and the corresponding narrative texts were designed. The experts assessed the designed package, and the revised version was then applied in the training sessions. The experimental group received the training package, while the control group was trained by the usual method based on the curriculum of the Ministry of Education. The revised form of the training package was developed by the TBLT method during 10–60-minute sessions in two sessions per week for the experimental group. After completion of the instructional program, a posttest was given to both experimental and control groups under the same condition. Data were analyzed using the analysis of covariance in SPSS-26. Results The result revealed that using theoretical concepts of semantic frames made producing writing educational packages possible. To adequately fulfilling this aspiration, theoretical concepts of cognitive linguistics and cognitive education were closely integrated. This educational package established a basic framework of key components of frame semantics theory to promote students’ writing skills. Students indirectly acquired different meanings in a semantic frame through a narrative text. Moreover, the research findings introduced TBLT as a practical method for teaching the offered educational package to the students. Through the task cycle, generating, organization, and goal-setting occur. In addition, the result revealed that the education package of semantic frames affected students’ descriptive writing (P<0.01). In other words, the writing score of students participating in indirect semantic frames training sessions increased significantly compared to the control group. Conclusion In line with McCutchen (2007) and Bazerman (2013) writing is a problem-solving task. Therefore, designing writing educational packages based on semantic frames introduces greater transparency for the trainers at primary school. These packages indirectly determine different meanings of semantic frames through narrative texts that are relevant for writing. Teaching educational packages using the TBLT method aligns with Hayes and Flower’s (2017) three stages of planning, translation, and reviewing facilitates students’ writing skills. Consequently, the implementing the educational writing package makes the students perform better in writing texts. As a result, the educational package of semantic frames can be suggested as a facilitator in teaching writing to both teachers and students. Ethical Considerations Compliance with ethical guidelines Among the ethical principles observed were not violating the rights of individuals participating in the research, respecting human rights, and keeping the results of their research confidential. Before the intervention, the participants were explained the study’s objectives, and informed consent was obtained. Moreover, after completing the training sessions on the training groups and performing the posttest, the treatment sessions were intensively performed on the control group to observe the ethical principles. This research has been carried out following the ethical principles of the Journal of Advances in Cognitive Sciences and based on the ethical codes of the International Committee on Publishing Ethics (COPE). Authors’ contributions The article’s author has not received any contribution to the writing process. Funding The present article is taken from the research project entitled “An indirect frame semantic instruction to promoting writing competence of primary school students” by code 4041. A grant from the Cognitive Sciences and Technologies Council funded the research. Acknowledgments The researcher expresses her profound gratitude to the Cognitive Sciences and Technologies Council for its financial support. In addition, the author would like to thank all the students and school officials for their cooperation. Conflict of interest The study did not have any conflict of interest.   مهارت نوشتن, بسته آموزشی, قالب معنایی, معنی‌شناسی قالب, متن روایی Writing skill, Educational package, Semantic frame, Frame semantics, Narrative text 148 160 http://icssjournal.ir/browse.php?a_code=A-10-1344-2&slc_lang=fa&sid=1 Maryam Sadat Fayyazi مریم‌سادات فیاضی m.fayyazi@ihcs.ac.ir 100319475328460015376 100319475328460015376 Yes Assistant Professor in Linguistics, Asian Cultural Documentation Center, Institute for Humanities and Cultural Studies, Tehran, Iran استادیار زبان‌شناسی، مرکز اسناد فرهنگی آسیا، پژوهشگاه علوم انسانی و مطالعات فرهنگی، تهران، ایران