شناسایی موانع توسعۀ مدارس طبیعت
محورهای موضوعی : پژوهش در برنامه ریزی درسیفرزانه سلیمانی 1 , نادر سلیمانی 2 , اختر جمالی 3 , رضا شعبان نژاد خاص 4
1 - دانشجوی دکتری مدیریت آموزشی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران.
2 - دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی واحد گرمسار، گرمسار، ایران.
3 - استادیار گروه پزشکی اجتماعی، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی ایران، تهران، ایران.
4 - استادیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد تاکستان، تاکستان، ایران.
کلید واژه: توسعه, آموزش در فضای باز, موانع توسعه, مدرسۀ طبیعت,
چکیده مقاله :
پژوهش حاضر با هدف احصاء و استخراج تهدیدها و شناسایی نقاط ضعف مرتبط با توسعۀ مدارس طبیعت در ایران انجام شد. پژوهش حاضر بر اساس روش کیفی انجام شده است و داده‌های حاصل از مصاحبه نیمه‌ساختاریافته با استفاده از تکنیک تحلیل محتوای کیفی تجزیه‌وتحلیل شد. در این تکنیک، داده‌های خام بر اساس استنباط صورت گرفته، معنا سازی و مقوله‌بندی شد. این مطالعه با مشارکت 15 صاحب‌نظر از میان مدیران، تسهیلگران مدارس طبیعت و مطلعین و متخصصین موضوعی انجام شد. مشارکت‌کنندگان نیز به روش نمونه‌گیری هدفمند، از میان متخصصان مدارس طبیعت استان‌های تهران، خراسان رضوی و یزد انتخاب و تا رسیدن به نقطه اشباع نظری داده‌ها انجام شد. یافته‌های پژوهش در 5 گروه اساسی اعم از موانع ناشی از نظام سیاست‌گذاری، عدم به رسمیت شناختن تجربۀ طبیعت در کودکی، موانع و محدودیت‌های فرهنگی و اجتماعی، گسیختگی و نابسامانی در فعالیت‌های تحقیق و توسعه، منابع و امکانات مالی محدود طبقه‌بندی شد.
The recent study aimed at investigating and determining threats and weaknesses associated with Nature Schools Development in Iran. The recent research was qualitative. The data from the semi-structured interviews were analyzed using qualitative content analysis. In this method, data were categorized and conceptualized based on perception. This study were conducted with the participation of 15 experts. Participants were selected among Administrators, facilitators and the experts who were master on nature school subject. The participants were selected through purposeful sampling among nature schools specialists in state of Tehran, Khorasan Razavi and Yazd. Selecting contributes with the widest variety has increased the credibility of the data. The research findings were identified in five main groups, including barriers due to the policy framework, not recognizing the experience of nature in childhood, cultural and social barriers, the system failure of research and development, limited financial resources and facilities.
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