آسیب شناسی مشارکت جویی دانش آموزان دوره ابتدایی
نرگس علی جانی
1
(
دانشجوی دکتری مدیریت آموزشی، گروه مدیریت آموزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
)
فریبا کریمی
2
(
دانشیار، گروه مدیریت آموزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
)
نرگس سعیدیان
3
(
دانشیار، گروه مدیریت آموزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
)
کلید واژه: مشارکت جویی, آسیبهای مرتبط با نظام آموزشی, آسیبهای مرتبط با مدرسه, آسیبهای مرتبط با نظام خانواده, آسیبهای فردی, آسیب¬های اجتماعی,
چکیده مقاله :
مقدمه و هدف: فراگیرانی که به روش يادگیري مشارکتی آموزش می بینند داراي انگیزه قوي براي يادگیري هستند، فعالیت بیشتري دارند و نسبت به يادگیري اعضاي گروه خود احساس مسئولیت می کنند. هدف از پژوهش حاضر، آسیبشناسی مشارکت جویی دانشآموزان دوره ابتدایی بود.
روش شناسی پژوهش: مشارکت کنندگان در این پژوهش، 16 نفر از اساتید و صاحبنظران حوزه تعلیم و تربیت و آموزش ابتدایی بودند که با معیار اشباع نظری و به شیوه نمونه گیری هدفمند ملاک محور انتخاب گردیدند. دادهها با استفاده از مصاحبه نیمهساختاریافته جمع آوری و با روش تحلیل محتوای استقرایی مورد تجزیه و تحلیل قرار گرفت. سپس آسیبهای مشارکت جویی دانشآموزان استخراج و دستهبندی شدند. برای سنجش اعتبار دادهها، پس از انجام مصاحبه و پیاده سازی آن، از روش بازبینی مشارکت کنندگان و برای پایایی از بازآزمون استفاده گردید. پایایی بازآزمون مصاحبه های انجام گرفته 87% به دست آمد و قابلیت اعتماد کد گذاری ها مورد تأیید قرار گرفت.
یافتهها: یافتههای بهدست آمده شامل 96 کد مفهومی بود، که در 5 مفهوم اصلی آسیبهای مرتبط با نظام آموزشی، آسیبهای مرتبط با مدرسه، آسیبهای مرتبط با نظام خانواده، آسیبهای فردی و آسیبهای اجتماعی و 15 مفهوم فرعی که هر کدام کد مفاهیم متفاوتی را در برگرفته اند دستهبندی گردید.
بحث و نتیجهگیری: بنابراین، برای مشارکت فعال همه دانش آموزان در مدارس، بررسی آسیب شناسانه مشارکت جهت ارتقای آن ضرورت دارد.
چکیده انگلیسی :
Introduction: Learners who are trained by cooperative learning method have a strong motivation to learn, are more active and feel responsible for the learning of their group members. The aim of the current research was the pathology of participation among elementary school students.
research methodology: The research method was qualitative and using qualitative content analysis of interviews. The participants in this study were 16 professors and experts in the field of education and training who were selected using the theoretical saturation criterion and criterion-based purposive sampling method. Data was collected using semi-structured interviews and analyzed using the inductive content analysis method. Then, the students' participation pathologies were extracted and categorized. To assess the validity of the data, after conducting and implementing the interview, the participant review method was used, and for reliability, the retest was used. The test-retest reliability of the interviews was 87%, and the reliability of the coding was confirmed.
Findings: The findings included 96 conceptual codes that were categorized into 5 main concepts: educational system-related harm, school-related harm, family system-related harm, individual harms, and social harms, and 15 sub-concepts, each of which included a different conceptual code.
Conclusion: Therefore, for the active participation of all students in schools, a pathological examination of participation is necessary to promote it.
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