Transformative learning environment design: based on grounded theory

Subject Areas :

zahra vahidi ¹ , kambiz poushaneh ² , Ali Akbar Khosravi Babadi ³ , mahshid izadi ⁴

1 - PhD Student, Department of Education and Counseling, Faculty of Psychology and Educational Sciences, Tehran Markazi Branch, Islamic Azad University, Tehran, Iran
2 - Corresponding Author) Assistant Professor, Department of Education and Counseling, Faculty of Psychology and Educational Sciences, Tehran Markazi Branch, Islamic Azad University, Tehran, Iran
3 - Associate Professor, Department of Education and Counseling, Faculty of Educational Sciences and Psychology, Tehran Markazi Branch, Islamic Azad University, Tehran, Iran
4 - Assistant Professor, Department of Education and Counseling, Faculty of Psychology and Educational Sciences, Tehran Markazi Branch, Islamic Azad University, Tehran, Iran

Received: 2021-02-16 Accepted : 2021-04-30 Published : 2021-08-23

Keywords: high school, learning environment, transformative learning, grand theory,

Abstract :

The aim of this study was to design a transformative learning environment for high school students based on grounded theory. This research was conducted based on qualitative method and using systematic grounded theory. The analysis unit consisted of 20 educated secondary school teachers with a master's degree or higher in the academic year 2019-2020. The main research tool was a semi-structured interview and the collected data were analyzed by Strauss and Corbin coding method. Creswell and Miller criteria were used to validate the findings. Findings in a transformative learning environment, in the form of Strauss and Corbin's model are as follows: causal conditions of learning environment include knowledge-based environment (knowledge-based learning and attention to high levels of cognition), learner-based environment (conversation-based teaching, active and joint learning between learner and teacher, student-centered participatory decision-making and attention to learner needs), strategies for transformative learning environment include criticism-based factors (critical thinking, discourse and liberation), contextual factors include supportive factors (creative cultural and artistic activities, support factors and synergy of experiences and interactions) and self-knowledge factors (process of self-improvement and emotional intelligence), intervening conditions include educational factors (teacher role, positivism changes, scientific activities and problem-based education) and non-educational factors (significant life changes and social factors) and outcomes of transformative learning environment include individual outcomes (growth of critical thinking, improvement of satisfaction and motivation and growth of communication skills) and academic outcomes (academic achievement, deep learning and increase of scientific and practical skills).