شناسایی و اعتباربخشی مولفه های آموزش مهارت‌های فراشناختی بر مبنای تفکر کوانتومی به دانشجومعلمان
محورهای موضوعی : پژوهش در برنامه ریزی درسیاعظم کریمی 1 , عباس قلتاش 2 * , علی‌اصغر ماشینچی 3
1 - دانشجوی دکتری برنامه ریزی درسی، واحد لامرد، دانشگاه آزاد اسلامی، لامرد، ایران.
2 - دانشیار گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
3 - استادیارگروه علوم تربیتی،دانشگاه ازاد اسلامی واحدلامرد ،لامرد ،ایران
کلید واژه: اعتباربخشی, مولفه¬های آموزش مهارت‌های فراشناختی, تفکر کوانتومی, دانشجومعلمان,
چکیده مقاله :
این پژوهش با هدف شناسایی و اعتباربخشی مولفههای آموزش مهارت‌های فراشناختی بر مبنای تفکر کوانتومی به دانشجومعلمان انجام شد. روش تحقیق پیش رو ترکیبی (کیفی از نوع اکتشافی و کمی از نوع پیمایشی) است. در بخش کیفی، محقق با استفاده از مرور ادبیات، مولفههای موثر را شناسایی و سپس در بخش کمی آنها را مورد اعتبار بخشی قرار داد. حوزه پژوهش بخش کیفی مشتمل بر کلیه مقالات مندرج در سایتهای معتبر که از روش نمونه گیری هدفمند استفاده شد. جامعه آماری در بخش کمی شامل دانشجویان دانشگاه فرهنگیان شیراز بود که با روش نمونهگیري تصادفي خوشهای، انتخاب شدند. ابزار گردآوری اطلاعات در بخش کیفی، عبارت بود از فیش برداری از مقالات معتبر مرتبط و در بخش کمّی استفاده از ابزار پرسشنامه. برای تجزیه و تحلیل داده‌ها، در بخش کیفی از تحلیل سیستماتیک محتوا و در بخش کمی از تحلیل عاملی تاییدی به کمک نرم افزار SMART PLS استفاده شد. یافتهها نشان داد 33 مولفه موثرند که این مولفهها در 8 بعد طبقه بندی شد. این ابعاد شامل استفاده از فناوری اطلاعات، تعامل با مراکز علمی، روش‌های ارزشیابی، سیاست کلان، محتوای برنامه درسی فراشناختی و تفکر کوانتومی، فرآیندهای یاددهی یادگیری، مبانی روان‌شناختی، ویژگی پذیرندگان بودند.
This research was conducted with the aim of identifying and validating the components of teaching metacognitive skills based on quantum thinking to student teachers. The present research method is mixed (exploratory qualitative and survey quantitative). In the qualitative part, the researcher identified the effective components by reviewing the literature and then validated them in the quantitative part. The research area of the qualitative section includes all the articles included in the reliable sites that used the purposeful sampling method. The statistical population in the quantitative part included the students of Farhangian University of Shiraz, who were selected by random cluster sampling method. The tool for collecting information in the qualitative part was to take a sample of relevant relevant articles and in the quantitative part to use a questionnaire tool. To analyze the data, systematic content analysis was used in the qualitative part and confirmatory factor analysis was used in the quantitative part with the help of SMART PLS software. The findings showed that 33 components are effective, and these components were classified into 8 dimensions. These dimensions included the use of information technology, interaction with scientific centers, evaluation methods, macro policy, metacognitive curriculum content and quantum thinking, teaching and learning processes, psychological foundations, and characteristics of adopters
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