سنتزپژوهی شاخص ها و مؤلفه های فرهنگ یادگیری مبتنی بر سازنده گرایی اجتماعی
محورهای موضوعی : روش های نوین آموزش وتوسعه منابع انسانی
خجسته رفیعی نژاد
1
(دانشجوی دکتری برنامه ریزی درسی، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه)
علی اکبر عجم
2
(عضو هیئت علمی دانشگاه پیام نور)
حسین مؤمنی مهمویی
3
(عضو هیئت علمی گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران)
مهدی زیرک
4
(دانشگاه آزاد تربت حیدریه)
کلید واژه: فرهنگ یادگیری, سازنده گرایی اجتماعی, برنامه درسی,
چکیده مقاله :
توجه به نظریات یادگیری در آموزش نقش مهمی در طراحی برنامه های درسی دارد. نظریه سازنده گرایی اجتماعی به عنوان نظریه نوین در محیط های آموزشگاهی مورد توجه برنامه ریزان است که نیازمند توجه هر چه بیشتر به شاخص های آن می باشد. از این رو هدف پژوهش حاضر شناسایی شاخص ها و مؤلفه های فرهنگ یادگیری مبتنی بر نظریه سازنده گرایی اجتماعی است. رویکرد پژوهش حاضر کیفی و روش آن سنتزپژوهی است. جامعه پژوهش کلیه مقالاتی می باشند (148 مقاله) که از سال 2012 میلادی و 1390 شمسی تاکنون در مورد فرهنگ یادگیری مبتنی بر نظریه سازنده گرایی اجتماعی است که در پایگاه های تخصصی و علمی ارائه شده اند. نمونه پژوهش 33 مقاله است که این تعداد بر اساس پایش موضوعی، اشباع نظری داده ها و به صورت هدفمند انتخاب شدند. داده های پژوهش از تحلیل کیفی اسناد مورد مطالعه، گردآوری شده اند. جهت تجزیه و تحلیل داده ها از تحلیل محتوا به شیوه مقوله‌بندی برمبنای الگوی سنتزپژوهی روبرتس استفاده شده است. جهت بررسی اعتبار یافته ها از کدگذاری مجدد یافته ها بر مبنای روش اسکات (2012) استفاده شده و ضریب توافق بین ارزشیابان 79 درصد محاسبه گردید. مؤلفه ها و شاخص های فرهنگ یادگیری مبتنی بر سازنده گرایی اجتماعی در 8 بُعد، 36 محور و 124 مقوله شامل اهداف، ویژگی های فراگیران، ویژگی مربی، رویکردهای یاددهی-یادگیری، محتوا، محیط، ویژگی های ارزشیابی و عوامل مؤثر شدند.
Paying attention to learning theories in education plays an important role in curriculum design. The theory of social constructivism as a new theory in school environments is of interest to planners, which requires more attention to its indicators. Therefore, the aim of the current research is to identify the indicators and components of the learning culture based on the theory of social constructivism. The approach of the current research is qualitative and its method is synthesis research. The research community is all the articles (148 articles) that have been presented in specialized and scientific databases since 2012 and 2013 on learning culture based on the theory of social constructivism. The sample of the research is 33 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on Scott's method (2012) and the agreement coefficient between the evaluators was calculated as 79%. The components and indicators of the learning culture based on social constructivism in 8 dimensions, 36 axes and 124 categories including goals, learner characteristics, teacher characteristics, teaching-learning approaches, content, environment, evaluation characteristics and The factors became effective.
1.Yazdan Bakhsh, AD. Learning culture and cultural learning. International Congress of Culture and Religious Thought. Tehran, University of Tehran.2017.
2 .Mohebi, A. Investigating the effect of teaching based on the constructivist approach on students' performance in the experimental science course of the fourth grade of elementary school, Educational Innovations Quarterly,2019; 13(51): 41-57.
3. Sheikhi Fini, A A. Explaining and evaluating the view of constructivism. Cognitive Science News,2002; 4(3):73-65.
4. Bazarbafaroui, K. and Sheikh Al-Ashlam, A. Psychometric features of constructivist learning environment questionnaire. School Psychology,2012; 2(4), 6-24.
5. Masnavi, A. and Razavi, S A. Ability to predict students' perceived feedback based on constructivist learning environment. Educational Sciences, 2018, 6(2): 155-176.
6. Fardanesh, H. Classification of constructivist design patterns based on learning and teaching approaches. Educational and Psychological Studies, 2008, 9(2): 5-21.
7. Sharfi, S, Sabbagh Hosseinzadeh, T. Examining the features of the combined education curriculum model influenced by learning theories of three cognitive, constructivist and communicative perspectives. International Conference on Management and Humanities Researches in Iran, 2017.
8. Nie, Y., & Lau, S. Differential relations of constructivist and didacticinstruction to students' cognition, motivation, and achievement. Learningand Instruction, 2017, 20(5),411-423
9. Karsheki, H, Ghalbash Qara Baghi Inalo, S., Tatari, Y. The role of perception of constructivist learning environment on the components of students' progress goals. New Approaches to Education Quarterly,2015, 11(23), 1-20.
10. Akar, H., Yildirim, A. Effect of Constructivist Learning on Student Achievement in Classroom Management Course in Pre-Service Teacher Education. New Educational Review,2010,21 (10), 57-71.
11. Haqati, M, Karsheki, H . Constructing and validating the questionnaire of students' perception of social constructivist learning environment. Educational Measurement and Evaluation Studies,2014, 5(11), 118-91
12. Heydarzadegan, A, Marzooqi, R E, and Jahani, J. The effect of social constructivist theory on the performance of middle school third grade students in the science course in Zahedan city. Curriculum Studies Quarterly,2006, 6(2), 95-112.
13. Fardanesh, H, Karmi, M. Identifying the ideal educational design model for industrial education. Quarterly Journal of Curriculum Studies, 2016, 2(8), 106-131.
14. Cooper, H., & Hedges, L. V. (2009). Research Synthesis as a scientific process. In H. Cooper, L. V. Hedges, and J. C. Valentine (eds.), The Handbook of Research synthesis and meta-Analysis (pp. 3-16). US: Russell Sage.
15. Scott, W. (2012). Theory of financial accounting. (Translated by Ali Parsaeean). Tehran: Terme. (InPersian).
16. Qadri, M, Karamkar, S. Studying the scientific culture of students based on the cultural teaching-learning models of Costa-Fallen sciences in the elementary science curriculum. Journal of Teaching Research, 2012,1(2), 67-79.
17. Prashar, A. Assessing the flipped classroom in operations management: A pilot study. Journal of Education for Business, 2015, 90(3), 126-38.
18. Moffet, J. Twelve tips for “flipping” the classroom. Medical Teacher,2012, 37(4), 331-336.
19. Asgari, S S, Rostami Malekhalifa, M, Shahorani, A. and Karimi, Y. Effectiveness of constructivism theory in middle school mathematics teaching. Applied Mathematics Journal of Lahijan Unit,2010, 8(2), 81-93.
20. Eizadi, S, Salehi Imran, I, Mansouri Bekki, S. Investigating the professional qualifications of male middle school teachers of the humanities branch based on the constructivist approach (case study: Mazandaran province). Studies in Teaching and Learning,2011, 4(1), 24-41
21. Barzgarbfarouyi, K, Khazri, H, Shirjahani, A. Emergence of Constructivist Approach and Transformation in Learning Environments, National Conference of the Philosophy of Education Association of Iran, 2012.
22. Qadri, M, Karamkar, S. Studying the scientific culture of students based on the cultural teaching-learning models of Costa-Fallen sciences in the elementary science curriculum. Journal of Teaching Research,2012, 1(2), 67-79.
23. Abedini Beltrak, M., and Nili, M. R. Analysis of the position of constructivism as a new learning approach in elementary course textbooks. Research in curriculum planning,2013, 11(2), 6-31.
24 Karmi, M., Silaneh, A. Designing internship learning environments: chaotic to constructivist. Research paper on the basics of education,2014, 5(1), 76-78.
25 Moradi Mkhles, H, Amini, R, Heydari, J, Rashidi, Sa. Designing the social emotional dimension of social constructivist learning environments according to the components of creative display,2014, 60(18), 39-56.
26 Salehi Imran, I, Abedini Beltrak, M. Investigating the extent of using constructivist curriculum elements in higher education: a mixed study (case study: Shiraz University). Higher Education Curriculum Studies,2015, 7(14), 25-41.
27 Gerzinnejad, M. The theory of constructivism and its explanation as a new approach in mathematics education, research in basic science education, second semester, spring 2015, number 1 (2 consecutive)
28 Kodkhodaei, M., Akhwan Tafti, M., Khademi Ashkazari, M., Ahmadi, P., Rezait, Gh. The necessity of rethinking the models of university education in humanities with an emphasis on the social constructivism approach: presenting a proposed model. Journal of Teaching Research,2016, 5(1), 87-106.
29 .Shaykh al-Islami, R., Agriculture, F., Mansouri, S. Causal model of constructivist class structure, goal orientation and academic performance. Curriculum Research,2015, 7(1), 36-45.
30 Mousavi, S., Nili, M., Nasr, A., Masoud, M. Clarification of innovation indicators in teaching and learning activities of art fields based on constructivism teachings and its application rate. Theory and Practice in Curriculum,2016, 5(9), 143-166.
31 Ahmadi, A. Constructive theory and its role in the mathematics classroom, the second modern national conference in education and research, Mahmudabad, 2016.
32 Dokohaki, H., Ahmadi Karacha, A M. Examining the constructivist approach and its role in the transformation of the learning structure in constructivist learning environments, the conference of the National Conference on New World Achievements in Education, Psychology, Law and Cultural-Social Studies, 2017.
33 Fathi, M. The theory of social constructivism and its implications for the learning and teaching process. Movement in Humanities Education, 2018, 4(15), 1-17.
34 Naimi, A., Karimi, A., Faqihi, S. The effect of teaching learning cycle model based on constructivist approach on academic motivation and creativity of 7th grade female students. Cognitive strategies in learning,2019, 8(14), 163-186.
35 Kavossi, M. Investigating the level of professional qualifications based on the constructivist view of female teachers of second secondary school in Hamedan city. Teacher Professional Development,2019, 3(13), 45-56.
36 Shafii Sarostani, M., Darabi Mandhani, A. Designing a constructivist curriculum and its effect on the academic performance of sixth grade students in experimental sciences. Education Research,2021, 7(3), 27-49.
37 Nyback, M.H. A constructivist approach to teaching and learningat the degree programme in nursing at Novia university of applied sciences.Novia publication och production.2013,
38 Yıldırım, M C. Developing a scale for constructivist learning environmentmanagement skills. Eurasian Journal of Educational Research, 2014,54(2), 1-18.
39 Mukaddes, E., Kocadere, S.A. Development of Constructivist Learning Belief Scale. Elementary Education Online,2015, 14(4), 1260-1275
40 Brown, H. Moments of Intersectionality: Moving Invitational Theory into Practice through a Constructivist Approach, Journal of Invitational Theory and Practice,2016, 12(6), 36-27.
41 Hằng, N. V. T. Bulte. A. M.W. & Pilot, A. Interaction of Vietnamese teachers with a social constructivism-based primary science curriculum in a framework appropriate for a Confucian heritage culture. Asia-Pacific Science Education .2017,
42 Scott, S. Social Constructivism in Online Learning: Andragogical Influence and the EffectualEducator, Journal of E-mentor,2017, 3(70), 4–9.
43 Kapur, R. The Significance of Social Constructivism in Education . Constructivism in_Education, 2018, 25(1),41-48.
44 Chen X, Mingshuai, W, Huimin, H. Effects of Constructivist and Transmission Instructional Models on Mathematics Achievement in Mainland China: A Meta-Analysis. Psychol. Frontiers in Psychology,2018, 9(12), 10-26.
45 Isik, A D. Use of Technology in Constructivist Approach, Educational Research and Reviews,2018, 13(21),704-711.
46 Shah, R. K. Effective social constructivist approach to learning for social studies classroom. Journal of Pedagogical Research, 2019, 3(2), 38-51.
47 Veras, I.A., Udodirim A. I., Ikechukwu, B., Ijeoma, M., & Charity, O. O. SOCIAL CONSTRUCTIVISM: IMPLICATIONS ON TEACHING AND LEARNING. British Journal of Education,2020, 8(8), 49-56.
48 Saif, M., Kinyo, L. Constructivist Theory as a Foundation for the Utilization of Digital Technology in the Lifelong Learning Process, Turkish Online Journal of Distance Education-TOJDE, 2020, 21(4), 5-27.
49 Aziz, A .Itbar Khan, A A., Tariq Islam,. N S. Implementation of Constructivist Approach in Teaching English Grammar in Primary Schools. xIlkogretim Online - Elementary Education Online,2021, 20 (5),2803-2813.
50 Rababah, E. Q. From theory to practice: Constructivist learning practices among Jordanian kindergarten teachers. Cypriot Journal of Educational Science. 2021,16(2), 612-626.
51 Monireh, M., & Etal G. The Effect Of Constructivist-Based Approach Of Teaching In Science Courses On Cooperative Learning Of Secondary School Students And Its Sustainability Over Time. Med Sci, 2021,15(1), 79-90.
52 Gholampour, M., Pourshafee, H., Farastkhah, M. and Aiti, M. The components of teachers' professional ethics: a systematic review based on Wright's model. Curriculum Studies,2019, 15(58), 145-178.
54 Fathi Vajargah, K. Basic principles and concepts of curriculum planning. Tehran: Alam Ostadan, 2014.
54 Hajizadeh, F, Atshek, M. H. the content of the book Teaching Skills for Life in the fifth grade of elementary school, based on the principles of choosing the content of curriculum planning and providing corrective solutions, research in curriculum planning, spring 2014 - number 44, scientific rank- Research (Ministry of Science)/ISC (12 pages - from 123 to 134).