پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 931 |
| تعداد مقالات | 7,652 |
| تعداد مشاهده مقاله | 12,491,807 |
| تعداد دریافت فایل اصل مقاله | 8,884,280 |
پیش‌بایست‌های راهبرد یاددهی_یادگیری مسئله‌محور، متناسب با ویژگیهای نسلی دانشجویان کارشناسیِ رشته‌های علوم‌تربیتی و علوم‌اجتماعی | ||
| اندیشه های نوین تربیتی | ||
| مقاله 7، دوره 19، شماره 1 - شماره پیاپی 67، فروردین 1402، صفحه 139-165 اصل مقاله (789.13 K) | ||
| نوع مقاله: علمی پژوهشی ترکیبی آمیخته | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2022.35196.3278 | ||
| نویسندگان | ||
| احمد ابراهیمی1؛ ابراهیم میرشاه جعفری* 2؛ علی ربانی خوراسگانی3 | ||
| 1دانشجوی دکتری برنامه ریزی درسی در آموزش عالی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| 2استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| 3استاد گروه جامعه شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه اصفهان، اصفهان، ایران | ||
| چکیده | ||
| این پژوهش با هدف شناسایی و تبیین پیش‌بایست‌های راهبرد یاددهی_یادگیری مسألهمحور، متناسب با ویژگیهای نسلی دانشجویان دورۀ کارشناسی رشته‌های علوم‌تربیتی و علوم‌اجتماعی با رویکرد آمیختۀ اکتشافی (کیفی_کمی) انجام شد. طرح پژوهش در بخش کیفی بر مبنای نظریۀ زمینه‌ای و در قسمت کمّی توصیفی_پیمایشی است. در بخش کیفی از ابزار مصاحبۀ نیمه‌ساختاریافته و در بخش کمّی از ابزار پرسشنامۀ محقق‌ساخته 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 نرم‌افزار Amos 24 تأیید شد. به‌منظور افزایش دقت و صحت داده‌های کیفی، چهار معیار باورپذیری، اطمینان‌پذیری، تأییدپذیری و انتقال‌پذیری ملاک عمل قرار گفت. تحلیل یافته‌ها در قسمت کیفی بر مبنای رویکرد تحلیل مضمون (ساختاری_تفسیری) و در قسمت کمّی با استفاده از آمار توصیفی و استنباطی توسط نرم‌افزار spss 25 انجام شد. بر اساس یافته‌ها، مهم‌ترین پیش‌بایست‌های مد‌نظر عبارتند از: «تلفیق مفاهیم درسی با مسائلِ واقعی زندگی»، «شناسایی و تبیین مسائل اصلی هر درس»، «ارائه و بازنمایی مفاهیم درسی در قالب مسئله»، «ارائۀ تکالیف مسئله‌محور»، «واکاوی راه‌حل‌های مختلف پیشنهادی برای هر مسئله»، «تبیین موقعیت موجود و مطلوب هر مسئلۀ درسی»، «اولویت تلاش فکورانه بر نتیجه‌گرایی» و «هدایت دانشجویان در فرضیه‌سازی علمی و آزمون آن». در نتیجه، انگیزه‌مندی تحصیلی و رشد علمی دانشجویان امروز منوط به کاربست مؤلفه‌های یادشده است. | ||
| کلیدواژه‌ها | ||
| آموزش عالی؛ دورۀ کارشناسی؛ یاددهی_یادگیری مسئله‌محور؛ ویژگیهای نسلی؛ نسل جدید | ||
| عنوان مقاله [English] | ||
| Prerequisites for a problem-based teaching-learning strategy tailored to the generational characteristics of undergraduate students of educational sciences and social sciences | ||
| نویسندگان [English] | ||
| Ahmad Ebrahimi1؛ Seyed Ebrahim Mirshahjafari2؛ Ali Rabbani Khurasgani3 | ||
| 1Ph.D Student of Curriculum in Higher Education, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran | ||
| 2Professor of the Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran | ||
| 3Professor of Sociology Department, Faculty of Literature and Humanities, University of Isfahan, Isfahan, Iran | ||
| چکیده [English] | ||
| 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, and through a researcher-made questionnaire in the quantitative phase, which was developed based on the indicators extracted from the analysis of interviews in the qualitative phase. Eight experts confirmed content validity of the questionnaire and interview questions. Reliability of the questionnaire was confirmed with Cronbach's alpha coefficient of 0.90. The construct validity of the questionnaire was also confirmed by confirmatory factor analysis in the Amos 24 software. The four criteria of credibility, dependability, confirmability and transferability were used to enhance the rigor of the qualitative data. Thematic analysis (Interpretive Structure Modeling) was used in the qualitative phase to analyze the findings. The quantitative phase applied descriptive-inferential statistics in the SPSS 25 software for data analysis. Descriptive statistics were used to describe the demographic characteristics of the study population, and inferential statistics of one-sample t-test, independent samples t-test, and the Levene's test and Friedman’s test as deemed appropriate. Results After analyzing the views of experts in the qualitative phase, 153 initial concepts were identified in open coding, which yielded eight main categories on the different dimensions of problem-based teaching-learning strategy in axial coding. The interviewees emphasized their relevance to students’ generational characteristics and the necessity of their application by professors. In order of priority, these eight categories are 1) Integrating lesson concepts with real-life issues, 2) Identifying and explaining the main topics of each lesson, 3) Presenting lesson concepts as a problem, 4) Giving problem-based assignments, 5) Analyzing the various proposed solutions to each problem, 6) Elucidating the optimal situation for each problem, 7) Prioritizing thoughtful efforts over consequentialism, and 8) Guiding students in formulating and testing scientific hypotheses. In the quantitative phase, all the components of problem-based teaching-learning (extracted from the qualitative phase) were rated by the respondents as “significant” or “particularly significant”. According to the results of the independent samples t-test, professors, as compared with students, considered the following categories more relevant to students’ generational characteristics: “identifying and explaining the main topics of each lesson,” “giving problem-based assignments,” “analyzing the various proposed solutions to each problem,” and “guiding students in formulating and testing scientific hypotheses”. This difference was not significant in other categories. Discussion and conclusion The qualitative and quantitative findings clearly indicate the need to shift the views of professors from traditional teaching methods to active and creative approaches, such as problem solving, in line with the generational characteristics of today’s students. Students are currently more interested in learning topics which are more relevant to their real lives. Professors should make the main topics of each lesson understandable for students in practice. Presenting lesson concepts and activities in a problem-based manner and examining the various solutions presented by the students analytically will promote their critical thinking and, consequently, their deeper learning. Currently, students are less familiar with solving problems scientifically and their efforts are more oriented towards obtaining grades and certificates. This attitude distracts them from the main academic goals. Overall, it can be concluded that professors using the problem-based teaching-learning prerequisites mentioned in the present study will create motivation and self-confidence in students to learn. Hence, the following are proposed in teaching: 1) Highlighting the main concepts of each lesson and integrating them objectively with tangible applications to life in a problem-based manner, 2) Avoiding repetitive stereotype tasks that lack thoughtfulness, 3) Considering the solutions suggested by students in problem-solving, and 4) Considering the students’ scientific evaluation criteria and their scientific efforts to solve academic problems. One of the limitations of the present study is that the statistical population in the quantitative phase was restricted to undergraduates of educational sciences and social sciences. Therefore, it is recommended that similar studies be conducted in other fields in order to increase the generalizability of the findings. | ||
| کلیدواژه‌ها [English] | ||
| Higher education, Undergraduate, Problem-based teaching-learning, Generational characteristics, new generation | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Abbasi, S.; Safiri, Kh. & Amir Mazaheri, A. (2018). The effect of social factors on generational relations from the perspective of female students. Cultural Research Society, 9(1), 156_131. [Text in Persian]. Aghazadeh, M. (2017). A guide to new teaching methods. Tehran: Ayizh. [ Text in Persian]. Ali, A., Khorrami, & Islami, S. (2018). When is problem_based learning more effective: A meta_analysis, Journal of New Educational Approaches, 13 (2), 77_94. [ Text in Persian]. Alimardani, F. (2019). Study and analysis of the Islamic education system in universities, a step towards improving the quality of tomorrow's schools. The first national conference of Tomorrow School, Ardabil, Mohaghegh Ardebili University. [ Text in Persian]. Bazargan lari, A. (2013). Anvendt statistik. Shiraz University Press. Atkinson, W. (2019). Time for Bourdieu: Insights and oversights. Time & Society, 28(3), 951_970. https://doi.org/10.1177/0961463X17752280 Casa_Todd, J., Kay, R., & Hughes, J. (2020). Developing Digital Citizenship, Digital Literacy and Student Voice Using Social Media in K12. In EdMedia+ Innovate Learning. 550_555. (AACE). Creswell, J. (2007). Qualitative inquiry and research design. Sage publications. Darzi Ramandi, H., Yousefi Ramandi, F. & Darzi Ramandi, M. (2019). The effect of problem solving teaching method on increasing creativity, Quarterly Journal of Curriculum Research, 16 (63), 163_17 https://doi.org/10.30486/jsre.2019.550743 [ Text in Persian]. Dehkhoda, Dictionary, Under the word Problem, https://www.vajehyab.com/dehkhoda, 20/1/2021. [ Text in Persian]. DiMattio, M. J. K., & Hudacek, S. S. (2020). Educating generation Z: Psychosocial dimensions of the clinical learning environment that predict student satisfaction. Nurse Education in Practice, 49, 102901. https://doi.org/10.1016/j.nepr.2020.102901 Djabbarova, s., tadjieva, m., mardonova, r. N., & turaeva, g. (2020). Problem based learning and its efficiency in teaching process. European journal of molecular & clinical medicine, 7(2), 291_296. Easy, M; , Aliabadi, kh; Nili, M.R. & Delavar, A. (2019). Generational analysis of the preference of students with digital indigenous characteristics to have an electronic text book. Research and writing of academic books, 23(1) , 99_117. https://doi.org/10.30487/rwab.2019.36384 [ Text in Persian]. Gillespie, A. (2020). The Politics of Millennials: Political Beliefs and Policy Preferences of America’s Most Diverse Generation. Journal of Race, Ethnicity and Politics, 5(1), 242_245. https://doi.org/10.1017/rep.2019.42 Grace Oh, E., Ricciotti, H. A., & Cianciolo, A. T. (2018). Paying Mind to Generational Differences in Medical Education: A Dialectical Book Review, Teaching and Learning in Medicine, 30(3), 345_349. http://dx.doi.org/10.1080/10401334.2018.1470366 Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. ECTJ, 30(4), 233_252. Haji Babaei, F., & Ashrafizadeh, H. (2019). Comprehensive review of problem_based learning in Iranian nursing education, Iranian Journal of Nursing, 32 (118), 11_28. [ Text in Persian]. Hernandez_de_Menendez, M., Diaz, C. A. E., & Morales_Menendez, R. (2020). Educational experiences with Generation Z. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(3), 847_859. https://doi.org/10.1007/s12008_020_00674_9 Kiani flavarjani, E; Hejazi, S.N. & Chitsaz, M.A. (2020). Investigating the Relationship between Religious Norms and Values and Family Norms and Values between Today and Past Generation (Youth & Their Parents) in Isfahan, Social Sciences, 3 (1), 1_20 .[ Text in Persian]. Kizuri, A.H.; Mohammad Hosseini, S.A. & Soleimani, E. (2019). Students 'perception of faculty members' teaching competencies in higher education (Case study: Ferdowsi University of Mashhad). Teaching Research, 7 (4), 107_131.[ Text in Persian]. Kulsum, N. U., & Kristayulita, K. (2019). Student Problem Solving Analysis by Step John Dewey Reviewed from Learning Style. IJECA (International Journal of Education and Curriculum Application), 2(2), 20_30. http://dx.doi.org/10.31764/ijeca.v2i2.2102 Lubis, F. U. (2019). The Effect of Applying Synectics Model on The Students Speaking Skill by Using Picture Media (Doctoral dissertation). Madansky, A. (1988). Testing for normality. In Prescriptions for working statisticians. Springer, New York, NY. Mannheim, C. (2016). Ideology and Utopia, translated by Majidi, F., Tehran: Samat Publications. [Text in Persian]. Millanzi, W. C., & Kibusi, S. M. (2021). Exploring the effect of problem based facilitatory teaching approach on motivation to learn: a quasi_experimental study of nursing students in Tanzania. BMC nursing, 20(1), 1_13. http://dx.doi.org/10.21203/rs.3.rs_32246/v4 Mingla, L. (2020). Proofs Methods and Logical Reasoning in Mathematics promote critical thinking, real_life problem_solving, and creativity skills to the new generation. Mousavi, Z. & Khajehuddin, N. (2012). Problem_based education. Tehran: Wasef Lahiji. [Text in Persian]. Noy, C. (2008). Samplinig knowledge: The hermeneutics of snowball sampling in qualitative research, Intrenational Journal of Social Research Methodology, 11(4), 327_344 . https://doi.org/10.1080/13645570701401305 Okros, A. (2020). Generational Theory and Cohort Analysis. In Harnessing the Potential of Digital Post_Millennials in the Future Workplace, Springer, Cham, 33_51. Onwuegbuzie, A. J., & Leech, N. L. (2007). Sampling designs inqualitative research: Making the sampling process more public, Qualitative Report, 12(2), 238_254. https://doi.org/10.46743/2160_3715/2007.1636 Pebryawan, K., & Luwiyanto, L. (2018, November). Positive Problem_Solving Skills in Javanese Fairy Tales for Generation_Z. In International Seminar on Recent Language, Literature, and Local Cultural Studies (BASA 2018). Atlantis Press. Prayogi, S., & Asy’ari, M. (2021). Problem_Based Learning with Character_Emphasis and Naturalist Intelligence: Examining Students Critical Thinking and Curiosity. International Journal of Instruction, 14(2), 217_232. Rahbar, A., khorramshad, M., Adami, A., & Vali, A., (2020). Explaination of generation different based on identity values in today’s iranian society. National Studies, 1(81), 47_65. [ Text in Persian]. Rahimi, K., Mousavi., S. & Rahimi, S. (2019). Fundamental Differences in Today's Family Structure and Attitudes and Generational Disruption, Journal of Applied Studies in Social Sciences and Sociology, 2 (2), 53_58.[ Text in Persian]. Sari, n. K. D. A. (2020). A successful teacher’s strategy in teaching and motivating learners in “flying color” movie by nobuhiro doi (doctoral dissertation, university of mataram). Sarti, S. (2020). Does culture evolve?. The Inglehart’s perspective on social change. Quaderni di Sociologia, 82(82_LXIV), 65_74. http://dx.doi.org/10.4000/qds.3691 Seibert, S. A. (2020). Problem_based learning: a strategy to foster generation Z's critical thinking and perseverance. Teaching and Learning in Nursing, 16(1), 85_88. https://doi.org/10.1016%2Fj.teln.2020.09.002 Shalini, S. (2021). A Study on the Effectiveness of Problem_based Learning in Legal Education in India. Asian Journal of Legal Education, 8(1), 95_109. https://doi.org/10.1177/2322005820984418 Sinnema, C., Nieveen, N., & Priestley, M. (2020). Successful futures, successful curriculum: What can Wales learn from international curriculum reforms?. The Curriculum Journal, 31(2), 181_201. https://doi.org/10.1002/curj.17 Tashakkori, A., & Teddlie, C. (2010). Sage handbook of mixed methods in social & behavioral research (2nd ed.). Thousand Oaks, CA: Sage Publications. Tan, O. S. (2021). Problem_based learning innovation: Using problems to power learning in the 21st century. Gale Cengage Learning. Vyomakesisri, t., sonu, t., & srikanth, d. (2020). pop culture: interaction of and influence on the youth. International journal of english literature and social sciences (ijels), 5(1), 8_12. Wang, H. (2020). Generational Change in Chinese Journalism: Developing Mannheim’s Theory of Generations for Contemporary Social Conditions. Journal of Communication. https://doi.org/10.1093/joc/jqaa040 Yanto, F., Festiyed, F., & Enjoni, E. (2021). Problem Based Learning Model For Increasing Problem Solving Skills In Physics Learning. JIPF (Jurnal Ilmu Pendidikan Fisika), 6(1), 53_65. http://dx.doi.org/10.26737/jipf.v6i1.1870 Yasmin, M., Naseem, F., & Masso, I. C. (2019). Teacher_directed learning to self_directed learning transition barriers in Pakistan. Studies in Educational Evaluation, 61, 34_40. Yildirim, I., Cirak_Kurt, S., & Sen, S. (2019). The Effect of Teaching" Learning Strategies" on Academic Achievement: A Meta_Analysis Study. Eurasian Journal of Educational Research, 79(5), 87_114. Zanganeh, H., Kavousi, A. & Bahrami, Z. (2019). Teachers' attitudes towards teaching_learning methods of entrepreneurship education in primary school. Teaching Strategies in Medical Sciences, 12 (6), 1_7. [ Text in Persian]. | ||
|
آمار تعداد مشاهده مقاله: 304 تعداد دریافت فایل اصل مقاله: 192 |
||
