بررسی کیفی اصول حاکم بر طراحی آموزشی مبتنی بر نظریة انعطاف‌پذیری شناختی در ترکیب با راهبردهای داربست‌سازی

الموضوعات : پژوهش در برنامه ریزی درسی

عباس تقی زاده ¹ ( دانشجوی دکتری تکنولوژی آموزشی دانشگاه تربیت مدرس، ایران. )
جواد حاتمی ² ( دانشیار علوم تربیتی دانشگاه تربیت مدرس، ایران. )
مریم قاسمی ³ ( دانشجوی دکتری تکنولوژی آموزشی دانشگاه تربیت مدرس، ایران. )

تاريخ الإرسال : 05 الخميس , جمادى الأولى, 1438 تاريخ التأكيد : 11 الأحد , محرم, 1439 تاريخ الإصدار : 15 السبت , ربيع الثاني, 1440

الکلمات المفتاحية: مسائل پیچیده, داربست‌سازی, یادگیری مبتنی بر مورد, نظریه انعطاف‌پذیری شناختی, رویکرد سازنده گرایی,

ملخص المقالة :

ارائه موضوعات پیچیده از طریق رویکردهای آموزش خطی با مشکلاتی همراه است زیرا هر چه حوزه محتوایی پیچیده‌تر می‌شود، از ساختار و تجانس کمتر و نیز به همپوشانی بیشتر با سایر حوزه‌های دانش دچار می‌گردد. بدین منظور، اسپیرو و همکاران مدعی‌اند محیط‌های آموزشی طراحی شده بایستی بر پیچیدگی جهان واقعی و ساختارنایافتگی بسیاری از حوزه‌های دانش تأکید کند. بر این اساس، پژوهش حاضر با هدف بررسی کیفی اصول حاکم بر طراحی آموزشی مبتنی بر نظریه انعطاف‌پذیری شناختی در ترکیب با راهبردهای داربست‌سازی در محیط‌های یادگیری مبتنی بر رایانه، انجام شد. روش تحقیق، تحلیل محتوای کیفی (استقرایی) بود. جامعة آماری پژوهش، شامل کلیة منابع و مقالات نمایه شده در پایگاه‌های اطلاعاتی (84 منبع) در بازه زمانی 2015-1991 مرتبط با نظریه‌های انعطاف‌پذیری شناختی و داربست‌سازی بود. نمونه‌برداری از این منابع با روش نمونه‌گیری هدفمند انجام گرفت و درنهایت الگوی طراحی آموزشی پیشنهادی مبتنی بر نظریه انعطاف‌پذیری شناختی مبتنی بر 9 اصل در ترکیب با راهبردهای داربست‌سازی ارائه گردید. ازآنجایی‌که نظریه انعطاف‌پذیری شناختی عموماً برای کسب دانش پیشرفته ارائه شده است، لذا از الگوی فوق می‌توان برای طراحی آموزش‌ها برای فراگیران در سطوح تحصیلی متوسطه به بالا استفاده نمود.

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