واکاوی تجربه معلمان و دانشآموزان از تدریس معکوس در درس تاریخ (مطالعه ای با رویکرد پدیدارشناسانه)
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فتح اله کوشکی
1
,
حمید مرتضوی
2
1 - استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.
2 - گروه مدیریت آموزشی، دانشگاه فرهنگیان ، صندوق پستی ۸۸۹_۱۴۶۶۵، تهران، ایران.
کلید واژه: تدریس معکوس, پدیدارشناختی, درس تاریخ, معلمان, دانش آموزان,
چکیده مقاله :
پژوهش حاضر با هدف واکاوی تجربه معلمان و دانشآموزان از تدریس معکوس در درس تاریخ انجام شد. روش پژوهش پدیدارشناسی است. جامعه مورد مطالعه کلیه معلمان و دانش آموزان کلاس های درس تاریخ دوره متوسطه دوم شهر کوهدشت در سال تحصیلی 1404-1403 که از روش تدریس معکوس استفاده می کنند. روش نمونه گیری هدفمند بود که تعداد 15 نفر از معلمان و 15 نفر از دانش آموزان انتخاب شدند. داده ها از طریق مصاحبه نیمه ساختاریافته جمع آوری شد. برای تعیین روایی سؤال های مصاحبه از روش روایی محتوایی و همگرایی و برای پایایی درونی به صورت بازبینی مکرر مصاحبه ها و کدگذاری توسط پژوهشگر و روش پایایی بین ارزیابان به کمک تحلیل گران دیگر استفاده شد. برای تحلیل داده ها از روش تحلیل مضمون بهره گرفته شد. بر اساس یافتههای پژوهش از تجارب زیسته معلمان و دانشآموزان در استفاده از روش تدریس معکوس در کلاسهای تاریخ، مجموعهای از مضامین استخراج شد که نشاندهنده ابعاد گوناگون درک آنان از این رویکرد آموزشی است. از دیدگاه معلمان، مضامین اصلی شامل یادگیری پویا و انگیزشی، یادگیری تعاملی و مسئولانه، یادگیری عمیق و هدفمند، یادگیری خودراهبر و انتقادی و از دیدگاه دانشآموزان، مضامین شامل آمادگی پیشین برای یادگیری فعال و عمیق، یادگیری تعاملی و مشارکتی، تفکر تحلیلی و پژوهشمحور، ارتباط مؤثر و تبادل دیدگاهها، یادگیری فعال و مسئولیتپذیر و معنادار بود. نتایج نشان داد روش تدریس معکوس در درس تاریخ موجب افزایش یادگیری فعال، تعامل سازنده، تفکر انتقادی و درک عمیق مفاهیم تاریخی در میان معلمان و دانشآموزان میشود.
The present study aimed to explore the experiences of teachers and students regarding the use of the flipped classroom approach in history education. Employing a phenomenological research design, the study investigated all high school history teachers and students in Kuhdasht city during the 2024–2025 academic year who implemented this approach. Using purposeful sampling, 15 teachers and 15 students were selected, and data were collected through semi-structured interviews. Content and convergence validity methods were used to assess the validity of the interview questions, while internal and inter-rater reliability were ensured through repeated review and coding of the interviews by the researcher and other analysts. Data were analyzed using thematic analysis. The findings, derived from the lived experiences of teachers and students, revealed several themes reflecting their understanding of the flipped classroom. From the teachers’ perspective, the main themes included dynamic and motivational learning, interactive and responsible learning, deep and purposeful learning, and self-directed and critical learning. From the students’ perspective, themes encompassed prior preparation for active and deep learning, interactive and collaborative learning, analytical and research-oriented thinking, effective communication and exchange of ideas, and active, responsible, and meaningful learning. Overall, the results indicated that the flipped classroom approach in history education promotes active learning, constructive interaction, critical thinking, and a deeper understanding of historical concepts among both teachers and students.
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