تعیین نگرش معلمان به «اشتباه» و «اشتباه کردن» در فرایند یادگیری و بهبود فرهنگ مواجهه با آن (مورد مطالعه: دانش آموزان دوره ابتدایی) (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف پژوهش شناسایی نگرش معلمان به اشتباه و اشتباه کردن در فرایند یادگیری و بهبود فرهنگ مواجهه با آن در رویارویی با دانش آموزان دوره ابتدایی بود. برای دست یابی به این هدف از پارادایم تفسیری، رویکرد کیفی و راهبرد پدیدارشناسی از نوع ون مانن و توصیفی - تحلیلی بهره برده شد. میدان پژوهش شامل معلمان دوره ابتدایی کردستان در سال تحصیلی 1402-1403 بود که با نمونه گیری هدف مند ملاک محور، به تعداد 12 نفر تا رسیدن به درجه اشباع انتخاب شدند. ابزار پژوهش مصاحبه نیمه ساختاریافته پژوهشگرساخته و فرمت داده ها صوت بود. برای تجزیه وتحلیل داده ها از تکنیک قیاسی - استقرایی بهره برده شد. یافته ها در دو بخش تحلیل شدند: بخش نخست، نگرش و رفتارهای معلمان در قبال اشتباهات دانش آموزان که شامل پنج تم، چهار مقوله و 55 مضمون بود و بخش دوم، راهکارهای معلمان برای بهبود فرهنگ مواجهه با اشتباه کردن شامل دو تم و 22 مضمون بود. نتایج یافته ها بیانگر این بود که نگرش و تصور معلمان از اشتباه و اشتباه کردن چندان مطلوب نیست و به ندرت آن را بخش طبیعی از فرایند یادگیری می دانند؛ از این رو، ضروری است تا با برگزاری دوره های آموزشی فرهنگ مواجهه با اشتباه کردن برای معلمان، به ارتقای فرهنگ مواجهه با اشتباه پذیری اهتمام شود. در این رابطه، ایجاد فضایی حمایتگر به منظور ایجاد فرهنگ اشتباه پذیری در مدارس نقشی جالب توجه در تربیت پذیری دانش آموزان و ارتقای کیفیت نظام آموزشی دارد.Determining the Teachers' Attitude towards "Mistake" and "Making Mistakes" in the Learning Process and Improving the Culture facing it (case study: elementary school students)
The purpose of this research was to identify the attitude of teachers towards mistakes and making mistakes in the learning process and to improve the culture of dealing with it in elementary school students. To achieve this goal, the interpretive paradigm, qualitative approach and phenomenological strategy of Van Manen and descriptive-analytical type were used. The field of research included the primary teachers of Kurdistan in the academic year of 2023-2024, who were selected by purposeful criterion-based sampling in 12 until reaching the saturation level. The research tool was a semi-structured interview conducted by the researcher and the data format was audio. Deductive-inductive technique was used to analyze the data. The findings were analyzed in two parts. In first part, teachers' attitudes and behaviors towards students' mistakes, which included five themes, four categories, and 55 concepts.In second part, teachers' strategies to improve the culture of making mistakes, including two themes and 22 concepts. The results showed that the attitude and perception of the teachers about making mistakes is not very favorable and they rarely consider it as a natural part of the learning process. Therefore, it is necessary to pay attention to promoting the culture of making mistakes by holding training courses on the culture of facing mistakes for teachers. In this regard, providing a supportive atmosphere in creating a culture of making mistakes in schools has a significant role in the education of students and improving the quality of the educational system.IntroductionMaking mistakes is one of the facts of life which most modern organizations that consider themselves as learning organizations cannot escape from it (Amini and Ebrahimi Gamsari, 2019). A research titled " Comperision of affective learning and error- orientated motivation between students with and without learning disabilities " conducted by Beshrpour et al. (2015) showed that students with learning disabilities have poor performance in using affective learning and error-oriented motivation compared to normal students. In another study conducted by Kucharska (2020) titled "The Power of Mistakes: Continuous Learning Culture and Technology", findings showed that all employees make mistakes and hide mistakes; Therefore, the findings encourage learning organizations to be "mature" and develop internal mechanisms to support learning from mistakes. Hence, the aim of the current research is to identify the attitude of teachers towards mistakes and making mistakes of students in the learning process and the culture of facing it in students; Therefore, this research aims to design, analyze and answer following questions:What are the factors affecting the culture of facing mistakes among elementary teachers in Kurdistan province in the academic year 1402-1403?From the perspective of elementary teachers in Kurdistan province in the academic year 1402-1403, what solutions can be offered to improve the culture of facing mistakes among teachers? MethodologyThe current research was carried out with an interpretive paradigm, a qualitative approach, and a phenomenological strategy of the Van Manen type. The statistical population of the research included all primary teachers of Kurdistan province in the academic year of 1402-1403. Sampling was done purposefully. The sample size was based on information saturation process that a total of 12 people were selected in Sanandaj, Marivan, Saqqez and Baneh until the saturation level was reached. The research tool for collecting information was a semi-structured interview by the researcher. The validity of the research was as follows: Reviewing and rethinking documents and transcription in research by researchers, adaptation by members, peer review and collaborative research. FindingsTable 1: Attitudes and solutions of teachers in the face of students making mistakescategoryConceptTeachers' perception of "mistake" and "making mistakes"Failure to achieve educational goalsPart of the learning processHow teachers react to students' mistakesThe difference between the statements and what was taughtFind the cause of the errorEncouraging and supportiveEncourage learning from mistakesAnger and indignationPunishment and condemnationFactors affecting the way teachers deal with students' mistakesNot emotionalThe level of study and knowledge of the teacherStudent ability levelConsequences of students making mistakesLack of perfectionist mentalityAn opportunity to grow and learnStrengthen risk toleranceDecreased self-confidenceReduced concentration and motivationHow the teacher's perception and his methods of dealing with students' mistakes affect their educabilityCreating a safe spaceValuing learning from mistakesEncouragement to experience and errorTeachers' strategies to encourage students to create opportunities for growth and learning from mistakesEstablish proper communicationRight view toward mistakeCreating a safe environment for learningProvide constructive feedbackHow to improve the culture of confronting students making mistakes in schoolsCreating self-confidence in studentsEmpowering teachers and executive staffTeaching critical thinking skills Discussion and conclusionIn response to the first research question, five themes, four categories and 55 concepts were obtained. Some teachers have positive and constructive ideas about making mistakes and they see it as an opportunity to learn and as a stepping stone to progress and achieve success. While some teachers have a negative idea about it and consider making mistakes as a sign of student's lack of understanding, or lack of ability. With these perceptions, teachers may react differently to students' mistakes. In this context, the teacher's attitude, his awareness and experience of the impact of mistakes on progress and success in dealing with students' mistakes are very important. In this regard, the results of the findings of Nasrasafhani et al. (2022) are in line with these findings. They showed that learning from mistakes increases the productivity of human resources in the organization.Also, in response to the second research question, findings were obtained in two themes and 22 concepts. To improve the learning process, first of all, it is necessary to correct the students' view of making mistakes and don't consider it as the cause of failure and mockery of yourself and others. It is necessary for teachers to receive necessary training on the importance of making mistakes and how to constructively deal with students' mistakes. In schools, psychological skills, problem solving and critical thinking should be taught to students so that students have the power to take risks and be creative without fear of making mistakes. The results of this research are in line with the findings of Kucharska and Rebello (2022); Therefore, both believe that the shame caused by mistakes may prevent sharing the knowledge gained from making those mistakes.According to the findings of the present study, it is suggested that policy makers and employees of the Education Department hold training programs for teachers to familiarize them with the importance of making mistakes and how to face and give constructive feedback to mistakes.AcknowledgmentsThe authors would like to thank the participants in this research.
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