اثربخشی روش تدریس زیست شناسی مبتنی بر نظریه یادگیری عمیق فولن بر یادگیری دانش آموزان دختر شهر شیراز

Biology is one of the most important sciences in the world today, which plays a strategic and important role in the future and solving the world's problems. Examining the new methods of teaching biology in recent years has shown that it is necessary to teach this course using new methods and focusing on deep learning; Based on this, the present research was conducted with the aim of determining the effectiveness of the biology teaching method with an emphasis on deep learning on students' learning. The method of this research was semi-experimental with a pre-test-post-test design with a control group. The statistical population was formed by female students of the 10th grade of the second period of secondary school studying in the field of experimental sciences in Shiraz in 2024. Among the students, 30 students were randomly selected and placed in the experimental and control groups, and they were asked to complete the researcher-made test of learning biology. In the following, the experimental group was taught the 5th chapter of the 10th grade biology book (osmotic regulation and disposal of waste materials) during 5 60-minute sessions, while the control group received conventional education. After the teaching, the post-test was conducted. Statistical analysis of data was done with SPSS software version 26 and covariance analysis method. The results of the research showed that the effect of biology teaching method with emphasis on deep learning on students' learning is significant (p<0.05). Therefore, the teaching method of biology with an emphasis on deep learning for the implementation platform can be used by the Ministry of EducationIntroduction: One of the main tasks of educational systems is to equip students with current knowledge using correct and effective teaching methods. Fullan et al. (2017) believe that the teaching method should be able to foster deep learning in students, and in this context, modern educational studies also show that if it is important to achieve deep learning and improve the educational system in line with lofty goals, it should be He was diligent in constantly analyzing teaching methods. Biology is among the subjects of the middle school course that should be analyzed in its teaching methods; Because biology is one of the most controversial branches of science, every country needs this science to achieve its authority, security and all-round development. Examining the new methods of teaching biology in recent years has shown that it is necessary to teach this subject by using new methods and focusing on deep learning. According to Fullan's (2013) deep learning theory, the modification of the learning process is based on four dimensions of global competencies, elements of learning design, necessary conditions for deep learning, and the joint research process. Therefore, in this study, these four positions have been considered in the design of biology teaching. With a review of the conducted studies, it is clear that despite the existence of researches focused on measuring the efficiency of biology teaching methods, no research has been presented that deals with the design of teaching methods in accordance with Fullan's theory (2013) and according to the challenges and needs in the field of biology teaching methods. Providing this teaching plan helps teachers to adjust their teaching method for each subject. Based on this, the present research was conducted with the aim of determining the effectiveness of the biology teaching method with an emphasis on deep learning on students' learning.

Method: The method of this research was semi-experimental with a pre-test-post-test design with a control group. The statistical population was formed by female students of the 10th grade of the second period of secondary school studying in the field of experimental sciences in Shiraz in 2024. From these students, 30 people were randomly selected and placed in the experimental and control groups, and they were asked to complete the researcher-made biology learning test. This test was designed in the form of 20 test questions according to the content of the fifth chapter of the biology book of the tenth grade of the second year of high school and its validity and reliability were confirmed. In the following, the experimental group was taught the 5th chapter of the 10th grade biology textbook (osmotic adjustment and disposal of waste materials) based on the biology teaching plan during 5 60-minute sessions. In order to apply the biology teaching plan, first, for the teacher conducting this research, the guide for using the said plan was explained to the teacher by its main designer. The control group received conventional training. After the teaching, the post-test was conducted. Statistical analysis of data was done with SPSS26 and covariance analysis method.

Findings: The results of the research showed that by controlling the pre-test scores, the average difference between the two groups in the variable scores of biology learning is significant, and the eta coefficient showed that the biology teaching method with an emphasis on deep learning caused 51.9% of the changes in the variable of biology learning. explains (p<0.001).

Conclusion: According to the results of the research on the effect of the teaching method of biology with emphasis on deep learning on increasing the learning of the biology course and considering the importance of the biology course in the academic life of experimental students and also considering the deep applications of this field in the fields of Differently, secondary

school teachers are suggested to use this teaching method in order to achieve deep learning in the biology course. It is necessary to explain that this research has faced limitations that need to be considered in future research; The research community is limited to 10th grade female students of secondary school in Shiraz; Therefore, caution should be observed in generalizing the results to male students, students in other grades and in other cities. In this research, due to the time limitation of the research implementation, only one topic was taught that should be paid attention to. Failure to implement a follow-up period in order to check the lasting effects of this teaching method was one of the other limitations of the present study. Therefore, researchers in the field of educational sciences are suggested to investigate the effectiveness of the teaching method with an emphasis on deep learning of biology on the learning of male students and in other educational levels. It is also recommended to investigate the effectiveness of this teaching method by applying it in a semester or a year. take in addition, it is necessary to check the durability of the effect of this teaching method on students' learning by implementing a follow-up course.