پیش بایست های راهبرد یاددهی_یادگیری مسئله محور، متناسب با ویژگی های نسلی دانشجویان کارشناسیِ رشته های علوم تربیتی و علوم اجتماعی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این پژوهش با هدف شناسایی و تبیین پیش بایست های راهبرد یاددهی_یادگیری مسأله محور، متناسب با ویژگی های نسلی دانشجویان دوره کارشناسی رشته های علوم تربیتی و علوم اجتماعی با رویکرد آمیخته اکتشافی (کیفی_کمی) انجام شد. طرح پژوهش در بخش کیفی بر مبنای نظریه زمینه ای و در قسمت کمّی توصیفی_پیمایشی است. در بخش کیفی از ابزار مصاحبه نیمه ساختاریافته و در بخش کمّی از ابزار پرسشنامه محقق ساخته استفاده شد. روایی محتوایی سؤالات پرسشنامه و مصاحبه، طبق نظر 8 تن از متخصصان و پایایی پرسشنامه نیز از طریق آلفای کرونباخ با مقدار 90/0، مناسب برآورد شد. همچنین روایی پرسشنامه به لحاظ سازه از طریق تحلیل عاملی تأییدی توسط نرم افزار Amos 24 تأیید شد. به منظور افزایش دقت و صحت داده های کیفی، چهار معیار باورپذیری، اطمینان پذیری، تأییدپذیری و انتقال پذیری ملاک عمل قرار گفت. تحلیل یافته ها در قسمت کیفی بر مبنای رویکرد تحلیل مضمون (ساختاری_تفسیری) و در قسمت کمّی با استفاده از آمار توصیفی و استنباطی توسط نرم افزار spss 25 انجام شد. بر اساس یافته ها، مهم ترین پیش بایست های مد نظر عبارتند از: «تلفیق مفاهیم درسی با مسائلِ واقعی زندگی»، «شناسایی و تبیین مسائل اصلی هر درس»، «ارائه و بازنمایی مفاهیم درسی در قالب مسئله»، «ارائه تکالیف مسئله محور»، «واکاوی راه حل های مختلف پیشنهادی برای هر مسئله»، «تبیین موقعیت موجود و مطلوب هر مسئله درسی»، «اولویت تلاش فکورانه بر نتیجه گرایی» و «هدایت دانشجویان در فرضیه سازی علمی و آزمون آن». در نتیجه، انگیزه مندی تحصیلی و رشد علمی دانشجویان امروز منوط به کاربست مؤلفه های یادشده است.Prerequisites for a problem-based teaching-learning strategy tailored to the generational characteristics of undergraduate students of educational sciences and social sciences
The aim of the present study was to identify and explain the prerequisites of a problem-based teaching-learning strategy tailored to the generational characteristics of undergraduate students of educational sciences and social sciences. The research design is exploratory mixed-methods. Grounded theory was used for the qualitative phase, and descriptive survey was used for the quantitative phase. The statistical population in the qualitative phase included experts in the two fields of educational and social sciences, and that of the quantitative phase consisted of professors and undergraduate students from the two faculties of educational sciences and social sciences at Tehran University and Isfahan University. Data was collected through semi-structured interviews in the qualitative phase, and through a researcher-made questionnaire in the quantitative phase. Based on the findings, “integrating lesson concepts with real-life issues” topped the eight major prerequisites identified. Hence, currently students’ academic motivation and scientific development depends on the application of these components. Therefore, it is suggested that professors use the said methods in order to make the best use of educational opportunities. Introduction Traditional teaching approaches currently prevail Iran’s higher education system. As such, student apathy and passivity in learning cast doubts on the effectiveness of such approaches. Experts believe that the biocultural norms of the new generation mandate the shift from teacher-centered teaching-learning paradigms to creative student-centered teaching strategies such as problem-based teaching methods (Seibert, 2019). Problem solving is an active creativity-oriented teaching method. Undoubtedly, students’ scientific growth and progress results from the correct application of its characteristics in line with the requirements, interests, and skills of students. Despite the available opportunities and favorable circumstances, professors neglect this important issue (Shalini, 2021). Many researchers such as Mingla (2020), Tan (2021), and Djabbarova et al. (2020) have mentioned the characteristics of the current generation of students, like pragmatism, reasoning and questioning, and have deemed it necessary to apply problem-based teaching methods for them. With a new perspective on the subject, the present study also endeavors to answer the following questions: What do experts think of the most central prerequisites of the problem-based teaching-learning strategy suited to the generational characteristics of undergraduate students in the fields of educational sciences and social sciences? What do faculty members think of the extent each prerequisite of the problem-based teaching-learning strategy fits into the generational characteristics of undergraduate students in the fields of educational and social sciences? What do undergraduate students in the fields of educational sciences and social sciences think of the extent each prerequisite of the problem-based teaching-learning strategy fits into their generational characteristics? Methodology Since answering these questions has a functional aspect, the research was therefore designed as an exploratory sequential mixed methods. Grounded theory was used for the qualitative phase, and descriptive survey was used for the quantitative phase. The statistical population in the qualitative phase included experts in the two fields of educational and social sciences. Targeted snowball sampling continued until data saturation with 29 participants. The statistical population of the quantitative phase consisted of professors and undergraduate students from the two faculties of educational sciences and social sciences at Tehran University and Isfahan University. A sample of 121 professors and 349 students was selected based on the Cochran's formula with the proportionate quota sampling. Data was collected through semi-structured interviews in the qualitative phase,
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