بهینه سازی آموزش مجازی درس فیزیک با رویکرد شناختی ازمنظر خبرگان آموزشی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
نتایج تحقیقات متعدد نشان می دهد دانش آموزان به راحتی با درس فیزیک ارتباط برقرار نمی کنند و فرایند یادگیری این درس در مدارس به چالشی برای مدرسان و فراگیران تبدیل شده است. استفاده از رویکردهای نوین تدریس درحال حاضر بسیار مورد توجه خبرگان آموزشی قرار گرفته که یکی از این رویکردها، رویکرد شناختی در آموزش است. با فراگیرشدن آموزش مجازی در آموزش رسمی، چالش هایی در کلاس های درس فیزیک مشاهده شده است؛ بنا براین، پژوهش حاضر، با هدف بهینه سازی یک کلاس درس مجازی فیزیک مبتنی بر رویکرد شناختی انجام شده است. این پژوهش با رویکرد کیفی و روش پدیدارشناختی انجام شد و جامعه آماری آن استادان حوزه فیزیک و آموزش در دو شهر تهران و مشهد، در سال 1401 بود. نمونه گیری با روش هدفمند انجام شد و داده ها با استفاده از مصاحبه عمیق نیمه ساختاریافته گردآوری شد که تا مرز اشباع اطلاعاتی ادامه داشت و سپس براساس الگوی کلایزی (1978) تحلیل شد. یافته های این پژوهش در نُه مقوله طبقه بندی شد که شامل فرصت ها، چالش ها و راهکارهای رفع چالش های آموزش مجازی فیزیک، همچنین، الگوهای تدریس، شیوه های آموزشی، روش ها و فنون تدریس، نظام تکالیف و ارزشیابی مناسب، راهکارهای مدیریت کلاس و راهکارهای تقویت راهبردهای شناختی دانش آموزان برای آموزش مجازی فیزیک است. در نهایت با استفاده از نتایج به دست آمده بهترین الگوها، روش ها، فنون تدریس و ارزشیابی جهت بهینه سازی کلاس های مجازی درس فیزیک با رویکرد شناختی معرفی شد که دبیران فیزیک و همچنین، دبیران علوم پایه می توانند از آن بهره بگیرند.Optimizing the virtual education of physics course with a cognitive approach from the perspective of educational experts
The results of numerous researches show that students do not easily communicate with physics lessons and the learning process of this lesson in schools has become a challenge for teachers and learners. The use of new teaching approaches is currently receiving a lot of attention from educational experts, and one of these approaches is the cognitive approach in education. From a cognitive approach point of view, teaching is done when the learner actively participates in learning and makes maximum use of his thinking power. With the spread of virtual education in formal education, we saw challenges in physics classrooms. Therefore, the current research was carried out to optimize a virtual physics classroom based on the cognitive approach. This research was conducted with a qualitative approach and phenomenological method, and its statistical population is physics and education professors in the two cities of Tehran and Mashhad, in 1401. Sampling was done with a purposeful method and the data was collected using a semi-structured in-depth interview that continued until the limit of information saturation and then analyzed based on the model of Colaizzi (1978). The researches of this research are divided into nine categories that include opportunities, challenges and solutions to solving physics problems, as well as teaching models, teaching methods, teaching methods and techniques, appropriate homework and evaluation systems, class management solutions and solutions to strengthen students' cognitive strategies for virtual physics education. Finally, using the obtained results, the best models, methods, teaching and evaluation techniques were introduced to optimize virtual physics classes with a cognitive approach, which can be used by physics teachers as well as basic science teachers. IntroductionNumerous researches findings show that students do not easily communicate with the physics lessons which makes this lesson a challenge for teachers and learning in schools. The use of new teaching approaches is currently receiving a lot of attention from educational experts. One of these approaches is the cognitive approach in education. From a cognitive approach point of view, teaching is taking place when the learner actively participates in learning and makes maximum use of his thinking power. With the spread of virtual education in formal education, we face challenges in physics classrooms. Therefore, the current research was carried out to optimize a virtual physics classroom based on the cognitive approach. In this research, we want to know what opportunities and limitations exist for virtual teaching of physics and what are the solutions to solve its challenges? What cognitive models are suitable for teaching physics in virtual space? What methods, means, and techniques should be used to teach physics in a virtual class? This study intends to develop a suitable model based on the cognitive approach for the virtual education of a physics topic. In this optimal model, things like how to face the challenges of online education, time management in the classroom, how to use experiments in teaching, introducing the best models, appropriate teaching methods and techniques for physics lessons, paying attention to individual differences, How to use group interactions, we discuss how to use new homework systems and how to strengthen the cognitive learning strategies of learners. MethodThis research was conducted with a qualitative approach and a descriptive phenomenological method, and its statistical population were all physics and education professors in the two cities of Tehran and Mashhad, in 1401. Sampling was done purposefully and using two methods of criterion-based and snowball sampling. Based on the criterion-based method, first, one of the professors was selected as the starting point of the interview, who, while having high experience in education, had a relevant academic degree and was willing to participt in conducting the interview. Then, based on snowball sampling, the next interviewees were introduced by the initial interviewee. The sample volume based on the information saturation process was completed in the sixth interview; but to validate the findings, the interviews continued until the seventh person. The tool used in data collection was a semi-structured qualitative interview of general guidance type. To analyze the data obtained from the interviews, Colaizi's seven-step method (1978) was used. Guba and Lincoln's (1994) reliability criterion was used to measure the validity and reliability of the data. In this criterion, the validity of the data was determined by using the methods of believability through the self-review of the researchers and reliability by the precise guidance of the flow of data collection and their alignment. In addition, the text of the interviews was provided to the expert for re-coding. After re-extracting the themes by this expert and comparing them with the initially extracted themes, the alignment of the researchers' and the subject expert's attitudes was established. Result and DiscussionThe findings of this research showed that saving in the management of financial, human, and time resources, familiarizing teachers and students with technology, creating educational networks between teachers and strengthening educational justice, transferring the experiences of teachers in certain areas, Increasing self-confidence and self-expression of students in class is one of the most important advantages of virtual space. Also, the proposed solutions for improving the quality of virtual physics education are as follows: empowering teachers to use new teaching methods, assignments, and evaluations such as using work folders, further strengthening collaborative activities, the possibility of using virtual educational environments, familiarizing teachers With technology, among the most important suggestions to reduce these restrictions were expressed. The next part of the research is teaching and evaluating patterns, methods, and techniques that are needed for the virtual physics class with a cognitive approach. The most important of these findings states that in choosing educational methods, phenomenon-oriented, reverse, context-oriented, and research-oriented educational methods should be used. Also, educational models of the information processing family were the most recommended for physics virtual education. Also, strengthening the spirit of teamwork through creating group participation, paying attention to the individual differences between students and individual education, using the gamification approach, Giving the learner enough opportunity to review and reflect on the educational content, and using mental imagery are among the most important virtual teaching techniques in physics. ConclusionThe challenges of using virtual education, its advantages, and disadvantages are one of the most important concerns in the field of education today. Therefore, it can be said that in courses such as physics that require interactive education, problem-solving, experiments, and experience, students and teachers have experienced more challenges during the Pandomy era. In this research, the advantages, limitations, and suggestions to solve the limitations of the virtual space were first introduced, and then the models, methods, teaching, and evaluation techniques required for use in the virtual physics class with a cognitive approach were introduced.AppreciationThis article was supported by the Scientific Research Staff under the number 100/17257/D
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