پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 932 |
| تعداد مقالات | 7,652 |
| تعداد مشاهده مقاله | 12,494,313 |
| تعداد دریافت فایل اصل مقاله | 8,885,704 |
مدرسهای برای کودکان: مطالعه پدیدارشناسانه | ||
| اندیشه های نوین تربیتی | ||
| مقاله 3، دوره 18، شماره 2 - شماره پیاپی 64، تیر 1401، صفحه 53-85 اصل مقاله (759.68 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.27899.2811 | ||
| نویسندگان | ||
| امیر عابدی قادی1؛ کیوان صالحی* 2 | ||
| 1دانش‌آموخته کارشناسی ارشد تحقیقات آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| 2استادیار گروه علوم تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| چکیده | ||
| در سالهای اخیر ضرورت مشارکت‌دهی ذینفعان در طراحی محیط مدارس به عنوان قلب تپنده و بالنده جامعه، مورد تاکید زیادی قرار گرفته است در این پژوهش پدیدارشناسی توصیفی، تلاش شد با استفاده از نمونه‌گیری هدفمند از نوع طبقه‌ای، ادراک دانش‌آموزان پایه‌های سوم تا ششم چهار مدرسه مورد واکاوی عمیق قرار گرفته و ویژگی‌های مدارس مورد نظر دانش‌آموزان شناسایی و طبقه‌‌بندی گردد. بدین‌منظور انشایی به دانش‌آموزان تخصیص یافت و از آنها خواسته شد تا جمله ناتمام «دوست دارم در مدرسهای درس بخوانم که...» را تکمیل کنند. داده‌ها با استفاده از راهبرد کُلایزی تحلیل گردید و پس از بررسی90 انشا از 164 انشاء اشباع نظری داده‌ها صورت پذیرفت. به‌منظور افزایش اتکاپذیری، تاییدپذیری، باورپذیری صحت داده‌ها، از شیوه‌های «بازرسی و بازبینی در زمان کُدگذاری»، «بهره‌گیری از نظرات همکاران پژوهشی و تأیید آنها»، «تبیین جزئیات دقیق فرایند گردآوری و تحلیل داده‌ها»، «درگیری طولانی مدت»، سه‌سو‌سازی و تحلیل موارد منفی استفاده شد. یافته‌ها به شناسایی و بازنمایی مضامین و زیر‌مضامین در قالب شش عامل اصلی شامل عوامل مربوط به ملزومات و فضای فیزیکی، عوامل مربوط به تجهیزات، عوامل مربوط به جنسیت، عوامل مربوط به خصوصیات اخلاقی، عوامل مربوط به روش‌های تدریس و عوامل مربوط به وسایل و پوشش دانش‌آموزان منجر گردید. در نهایت یافته‌ها حاکی از آن بود که اکثریت دانش‌آموزان از وضع موجود مدارس ناراضی بودند و مدارس برای آنها محیط خوشایندی نبود؛ بنابراین توجه به عوامل شناسایی شده در پژوهش می‌تواند در دلپذیر شدن فضای مدرسه و ایجاد زمینه بهبود کیفیت تجارب دانش‌آموزان و یادگیری آنها موثر واقع شود. | ||
| کلیدواژه‌ها | ||
| دانش‌آموز؛ مدرسه مطلوب؛ کودکان؛ پدیدارشناسی؛ ویژگی‌های مدرسه ایده‌آل | ||
| عنوان مقاله [English] | ||
| School for Children: A Phenomenological Study | ||
| نویسندگان [English] | ||
| Amir Abedi Ghadi1؛ Keyvan Salehi2 | ||
| 1M.A. of Educational Research, Faculty of Psychology and Education, University of Tehran, Tehran, Iran | ||
| 2Assistant Professor, Faculty of Psychology and Education, University of Tehran, Tehran, Iran | ||
| چکیده [English] | ||
| Abstract Recent years have witnessed an increased emphasis on the need for stakeholders’ participation in the design of school environments. This descriptive phenomenological study used stratified sampling to analyze the perception of the third to sixth grade students of four schools. To this end, an essay was assigned to the students who were asked to complete the unfinished sentence “I would like to study in a school that ...”. Data were analyzed using Colaizzi strategy. In order to increase the dependability, verifiability, reliability and accuracy of the data, the methods of "inspection and review at the time of coding", "using the opinions of research colleagues and verifying them", "explaining the exact details of the data collection and analysis process", "long-term engagement", triangulation and negative case analysis were used. The findings indicated that the majority of students were dissatisfied with the current state of schools, that is, schools did not provide them with a pleasant environment. Hence, the results of this study can be effective in making schools more pleasant. Introduction Children's co-operation with the adoption of child rights laws and the centralization of their citizenship rights has been the focus of urban designers and planners since the 1980s. (Ezatian, 2017). As the society moves toward supporting children’s well-being, it is important to use a more participatory process to make direct use of children's opinions (Yarosh et al., 2017). The approach of children's participation in urban space allows children to be effective and involved in planning and designing their living environment (Habibi et al., 2018). Meanwhile, designing schools as an important institution in educating the next generation is of a special significance (Khosravi et al., 2019). Each person spends about one-fifth of their life (Saeedi, Samin Sharifi and Babaei, 2018) in educational settings, which have a significant impact on their creativity (Dehghansanj and Reyhani Arani , 2017). Furthermore, participatory projects (yard design) of the school are useful for children 's sense of empowerment, ownership and learning (Kreutz et al., 2021). Although the need for students’ participation in the design of the environment has been studied to some extent, these studies have focused on architecture and urbanization. Despite the importance of the educational environment and students' participation in schools, to our knowledge, no semantic study has been conducted on students' perceptions and lived experience about their ideal school. The lack of studies in this section motivated us to turn to research aimed at understanding the expectations of students from their ideal school so that designers and educators who are not aware of students’ perspective can be informed so through the findings of this study. The realization of an ideal school environment can help students be more motivated. Therefore, the main research question is what the criteria for an ideal school are from students' point of view. Method Since we sought to discover, describe and explain the data without applying personal inferences, we used the qualitative approach of a descriptive phenomenological method. Elementary schools of Mazandaran Province, Iran were selected for this research. Purposeful stratified sampling was used to obtain the opinions of the third to sixth graders. In order to increase the validity of the research, we observed the following: "four different grades of elementary school students who were able to write essays", "structured schools" ,"maximum diversity in terms of gender and grade", "schools with from different geographical areas", "getting help from two teachers in the process of conducting research and preparing a research report" and "examining students' essays after data saturation attention to the specific and unique content mentioned in student essays. Since interviewing students was difficult and time consuming, we used writing technique to collect the data. We asked the students to write a creative essay given that the most complex and the best manifestation of human’s thought is creative thinking. (Rahmani Zahed et al., 2018). They were asked to start their essay with "The best school I would like to study at is a school that ..." or "ideal school' or topics with these themes at the discretion of the teacher in the class. Data were analyzed manually using Colaizzi’s seven-step strategy (1978): "familiarity with data, identification of significant statements, formulation of meanings, clustering of themes, development of a comprehensive description, preparation of basic structure, and validation of basic structure." (Morrow, Rodriguez and King, 2015). Data analysis continued until the theoretical saturation of data, which occurred with 90 essays out of 164 (Excluding obscure deleted essays or missing significant new statements that were left out). Findings Consecutive examination of the views and comparisons of students’ essays led to the identification of six main themes, the first of which was the equipment and physical space. Students wanted a beautiful place such as the sea or the forest. The yard was also very important to them, but the demands of the children in the village's multi-grade schools were not so great, and they just wanted the yard floor to be paved, the classroom to be painted, and so on, and they expected a school with basic facilities for playing and studying. The second theme pertained to school equipment. School students who were familiar with modern technology wanted a smart school in which each class has its own computer and audiovisual system, each student has a computer, and the entry and exit of students is also done intelligently. However, students in the village, who were far from technology, wanted whiteboards so that they would not need to wash their clothes every day because of chalk dust. in the context of gender, as the students get older, the more they wanted their single sex classmates and staff, and the reason was usually on the one hand in being freer in school in terms of dress and hijab and on the other hand in the ease of communication with the person They mentioned single sex. Students' demands regarding the moral characteristics of school staff and other students were categorized as the fourth theme: “kindness”, “playing and interacting with students”, “rational behavior”, and “observance of cleanliness”. Rural school students, despite their small population, complained about the bad temper of teachers and other students, which may be partly due to the lack of proper education and culture in rural areas. Students also considered the test and teaching method and asked for active teaching methods along with consecutive and leveled tests for different students, and in the field of clothing, they expressed the clothes of repetitive and simple form. They were dissatisfied and demanded better clothes and demanded better clothes. Of course, rural students only mentioned the neatness and orderliness of the students' clothes and as in the previous themes, they had demands that could be easily achieved with proper management Conclusion The codes in the sections: 'Equipment, gender of students and factors, moral characteristics, equipment and clothing of students and methods of teaching and learning' indicate the existence of a gap in each of these areas. Psychology and educational sciences to be a beacon for the studies of future researchers. Identifying and reviewing solutions to improve the current situation requires further research. It is hoped that the findings of this study will provide a basis for improving the atmosphere of schools, kindergartens and other educational environments and moving in the direction of student-centered schools and enlivening educational spaces. It is suggested that the findings of this study and similar studies be provided to teachers, administrators and designers of educational environments to benefit from the parts that are appropriate to the environment and their conditions in order to improve the educational environment. | ||
| کلیدواژه‌ها [English] | ||
| Desired school, Children's participation, Phenomenology, Characteristics of the ideal school, Participatory design | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Ahmadbeigi, Sh. (2020). Providing a Model for Promoting the Role of School in Creating Social Capital of Elementary School Students. Journal of New Approaches in Educational Administration. 10 (4), 148-172.(Text in persian) Alnajdawi, A. (2019). Exploring Jordanian Children’s Perceptions of the Characteristics of an Ideal School and Learning Environment. Journal of Social Studies Education Research,10(4),201-225. Alizadeh Miandoab, A. (2017). Solutions to Flexibility in Children's Educational Spaces, Fourth International Conference on Sustainable Architecture and Urban Development - Dubai & Masdar, Dubai, Islamic Azad University UAE Branch. (Text in persian) Ashrafi, R. (2015). Investigating different aspects of collaborative design, with particular regard to school design participation, International Conference on Civil, Architecture and Urban Infrastructure, Tabriz: Permanent Secretariat of the Conference. (Text in persian) Azizkhani, F., & Hosseini, S.B. (2018). Examining color in the educational environment and its impact on learning, 2nd National Conference on Civil Engineering, Architecture with Emphasis on Employment in the Construction Industry, Tehran: Permanent Secretariat of the Conference. (Text in persian) Banerjee, P. A. (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and math’s in schools. Cogent Education. 3(1), 1-17. Bayat, A., & Arjmand, S. (2015). Investigating approaches to educational and cultural spaces in architectural design, International Conference on Modern Research in Civil Engineering, Architecture and Urban Development, Tehran: Idea Pardazan Managers Company of Ilya Capital. (Text in persian) Bazargan Harandi, A. (2016). Introduction to Qualitative and Mixed Research Methods in Conventional Approaches in Behavioral Sciences (Fifth Edition.) Tehran: Didar. (Text in persian) Caetano, A., Freire, I., & Machado, E. (2020). Student Voice and Participation in Intercultural Education. Journal of New Approaches in Educational Research (NAER Journal), 9(1), 57-73. Clement, J. (2019). Spatially democratic pedagogy: Children’s design and co-creation of classroom space. International Journal of Early Childhood, 51(3), 373-387. Darvar, Z., Ghaderi, A., & Hamidi, Z. (2015). The impact of physical space in schools on fostering creativity in elementary students, The third national conference of the school tomorrow, Chalus: Sama Chalus Technical and Vocational School. (Text in persian) Dehghan Sanj, N., & Reihani Arani, M. (2017). Investigating the quality of physical space to promote the development of a child's creative behavior, The 5th International Congress of Civil, Architecture and Urban Development, Tehran: Permanent Secretariat of the Conference. (Text in persian) Ehsani, Z., Pajouhan Far, M., & Ebrahimi, A. (2016). Investigating the ways of user participation in designing educational spaces, International Conference on Civil, Architecture and Urban Landscape, Turkey: University of Istanbul, Permanent Conference Secretariat, University of Istanbul. (Text in persian) Erkan, N. S., Tarman, I., Sanli, Z. S., Kosan, Y., & Ömrüuzun, I. (2018). First Grade Students' Perceptions of Their Preschool and Elementary School Experience. International Journal of Progressive Education. 14(5), 1-13. Fathi, H., Enayati, S., & Fathi, S. (2017). The Effect of Physical Space on School Achievement in Elementary School Students (Case Study: Esfarain Primary Schools), Third Conference on Psychology and Behavioral Sciences, Tehran: Farzanegan Iranian Knowledge Development Company. (Text in persian) Habibi, S. M., Ezzatian, Sh., & Mohaghegh Nasab, E. (2018). Teachings of children's participation in the process of designing a child-friendly urban space (Case study: Sedeh Lenjan city), urban studies. 8 (29),111-120. https://dx.doi.org/https://www.doi.org/10.34785/J011.2019.140. (Text in persian) Hamze Nejadi, M., & Khazaei, F. (2018). Evaluating the learning environment of interest of primary school students, Conference on Civil, Architecture and Urban Development of the Islamic World Countries, Tabriz: Shahid Madani University of Azerbaijan - Tabriz Municipality of Applied Science and Technology. (Text in persian) Hennink, M. M., Kaiser, B. N., & Marconi V. C. (2016). Code saturation versus meaning saturation: How many interviews are enough? Qualitative Health Research, 27(4), 1-18. doi:10.1177/1049732316665344 Isfahani Abkara, H., & Ghiaie, M. M. (2018). The role of flexibility in the design and architecture of educational spaces for children, Conference on Civil, Architecture and Urban Development of the Islamic World Countries, Tabriz: Tabriz University - Shahid Madani University of Azerbaijan - Tabriz Municipality of Applied Science and Technology. (Text in persian) Jafari, A. (2017). Flexibility in designing educational spaces, International Conference on Contemporary Iranian Civil, Architecture and Urban Development, Tehran: Oswe University - Tehran - Shahid Beheshti University. (Text in persian) Jamshidi, F., & Malek, N. (2016). Investigating the impact of social spaces on educational spaces, 6th International Conference on Sustainable Development and Urban Development, Esfahan: Daneshgahan Institute of Higher Education. (Text in persian) Khalui, M., & Khazaei, F. (2016). Understanding the characteristics of the school of interest for girls' elementary school students, International Conference on Civil, Architecture and Urban Landscape, Turkey: University of Istanbul, Permanent Secretariat Conference: University of Istanbul. (Text in persian) Khanmohammadi, M., & Yari, N. (2015). The role of environment (natural and artificial) in the educational process of students, The first congress of modern horizons in the field of civil engineering, architecture, culture and urban management of Iran, Tehran: Association for Development and Promotion of Fundamental Sciences and Technologies. (Text in persian) Kilic, C., & Sancar-Tokmak, H. (2017). Digital story-based problem solving applications: Preservice primary teachers' experiences and future integration plans. Australian Journal of Teacher Education (Online). 42(12), 21-35. Lamb, R. (2018). Children need horizontal school space, not vertical schools. Planning News, 44(10), 20-22. Lundqvist, J., Westling Allodi, M., & Siljehag, E. (2019). Values and needs of children with and without special educational needs in early school years: A study of young children’s views on what matters to them. Scandinavian Journal of Educational Research, 63(6), 951-967. Mahmoudi, F., & Sadeghi, F. (2018). Meta- Analysis of Active Teaching Methods on Student's Academic Achievement, Studies in Learning & Instruction, 10 (1), 24-54. (Text in persian) Mahmoudi, M. (2018). The role of human capital in the realization of the resistive economy, First National Conference on Management and Economics with Resistance Economics Approach, Mashhad: Payame Noor University of Khorasan Razavi. (Text in persian) Mahruzadeh, T., & Jalilinia, F. (2016). Explain the phenomenological approach in the curriculum. Quarterly Journal of New Thoughts on Education,12(4), 7-26. (Text in persian) Meghdadi, M. M. (2018). Corporal punishment, upbringing or violence. Human Rights, 2 (4), 9-26. (Text in persian) Monadi, M. (2018). The Role and Formation of Great Patterns in the Life of "I". New educational ideas, 14 (2), 105-138. (Text in persian) Morrow, R., Rodriguez, A., & King, N. (2015). Colaizzi’s descriptive phenomenological method. The Psychologist, 28(8), 643-644. Piravi Vanak, M., (2020). Phenomenology, "way" of thinking and research, Philosophical Investigations. 13 (29), 127-144. (Text in persian) Pirhayati, S., Salehi, K., Farzad, V., Moghadamzadeh, A., & Hakimzadeh, R. (2020). Representation of factors, criteria and indicators of effective primary schools: a qualitative study, Journal of School administration.8 (1), 162-190. (Text in persian) Pirhayati, S., Salehi, K., Farzad, V., Moghadamzadeh, A., & Hakimzadeh, R. (2019). Systematic Review of Effective Factors in Assessing Effective primary Schools. Research in School and Virtual Learning, 7 (25), 47-58. (Text in persian) Rahmani Zahed, F., Hashemi, Z., & Naghsh, Z. (2016). The causal modeling of creativity: The role of teacher-student interaction styles and basic psychological needs. Quarterly Journal of New Thoughts on Education. 14 (1), 31-54. (Text in persian) Saadati Panah, K., & Gholizadeh, R. (2015). The effect of physical environment of educational space on children's creativity development, The first annual international conference on civil engineering, architecture and urban planning, Shiraz: Kharazmi Institute of Science and Technology. (Text in persian) Sadeghinia, Z., Salehi, K., & Moghaddamzadeh, A. (2018). Phenomenological Approach in Identifying Effective Factors in Performance Evaluation of Primary School principals. Journal of School administration. 6 (2): 78-99. (Text in persian) Salehi, K., Bazargan, A., Sadeghi, N., & Shokoohi-Yekta, M. (2015). Representing the Teachers' Perceptions and Lived Experiences of the Possible Damages for Implementing the Descriptive Evaluation Scheme in Primary Schools. Educational Measurement and Evaluation Studies, 5(9), 59-99. (Text in persian) Saeedi, K., Samin Sharifi, E., & Babaei, A. (2018). Design pattern, educational spaces, 6th national conference on architecture and civil engineering, Tehran: Millennium Idea Development International Campus. (Text in persian) Sampermans, D., Isac, M. M., & Claes, E. (2018). Can schools engage students? Multiple perspectives, multidimensional school climate research in england and ireland. JSSE-Journal of Social Science Education. 17(1): 13-28. Shah, I., & Khan, M. (2015). Impact of multimedia-aided teaching on students’ academic achievement and attitude at elementary level. US-China Education Review A, 5(5), 349-360. Shahbazyan Khonig, A., Samimi, Z., & Habibi Kaleybar, V. (2018). Discrimination of Students with High and Low Academic vitality based on Academic optimism and Goal orientation. Quarterly Journal of New Thoughts on Education, 14 (1): 247-267. (Text in persian) Sharif khaje pasha, S., Mojarrad, N., & Samin sharifi, A. (2016). Design pattern of schools and creative educational spaces, Second International Conference on Architecture, Civil and Urban Development at the Beginning of the Third Millennium, Tehran: Anabaft Consortium of Alborz Association of Architecture and Urban Planning, Society of Urban Design Engineers, Banashahr Institute of Painter - Solvi Nasr Arts and Culture Institute. (Text in persian) Shaterian, R. (2015). Design and architecture of educational spaces, Tehran: Simaye Danesh. (Text in persian) Sheu, P. H. (2017). Examining the relationship of motivation, attitude, anxiety and achievement in English learning among elementary school students. International Journal of Language and Literature, 5(2), 174-184. Simpson, K., Adams, D., Bruck, S., & Keen, D. (2019). Investigating the participation of children on the autism spectrum across home, school, and community: A longitudinal study. Child: care, health and development. Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13 - International Journal of Primary, Elementary and Early Years Education. 43(1), 5-14. https://doi.org/10.1080/03004279.2015.963370 Sulak, Tracey. N. (2017). School climate: the controllable and the uncontrollable. Educational Studies, 44 (3),279-294. Ucus, S., & Acar, I. H. (2019). Exploring the perceptions of student teachers about ‘creative school’in early childhood education. Early Child Development and Care, 189(2), 191-206. Zakeri, S. M. H. (2015). Utilizing user feedback in designing the physical form of educational spaces, National Conference on Educational Architecture, Tehran: ISBN 13 Institute of Applied Science Education, ISBN. (Text in persian) | ||
|
آمار تعداد مشاهده مقاله: 4,373 تعداد دریافت فایل اصل مقاله: 469 |
||
