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  • انتخاب مناسب‌ترین روش آموزش توسعه پایدار براساس الگوریتم ترکیبی دیمتل- تحلیل شبکه و تاپسیس با رویکرد فازی (مطالعه موردی مدارس فنی و حرفه‌ای‌)

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کد مقاله : 14654 بازدید : 129 صفحه: 107 - 123

10.22034/jest.1970.14654

نوع مقاله: پژوهشی

انتخاب مناسب‌ترین روش آموزش توسعه پایدار براساس الگوریتم ترکیبی دیمتل- تحلیل شبکه و تاپسیس با رویکرد فازی (مطالعه موردی مدارس فنی و حرفه‌ای‌)

محورهای موضوعی : توسعه پایدار

فاطمه قسامی 1 ( دکتری آموزش محیط زیست ، دانشگاه پیام نور، گروه علمی آموزش محیط زیست، تهران، ایران. *(مسوول مکاتبات) )
سید محمد شبیری 2 ( استاد دانشگاه پیام نور، گروه آموزش محیط زیست، تهران، ایران. )
مریم لاریجانی 3 ( استادیار، گروه علمی آموزش محیط زیست، دانشگاه پیام نور، تهران، ایران. )
شهریار فرهمند راد 4 ( استادیار، گروه علمی ریاضی، دانشگاه پیام نور، تهران، ایران. )

تاریخ دریافت : 1395/04/15 تاریخ پذیرش : 1395/09/03 تاریخ انتشار : 1398/04/01

کلید واژه: آموزش توسعه‌پایدار, مدارس فنی و حرفه‌ای‌, دیمتل, تحلیل شبکه, تاپسیس,

چکیده مقاله :

زمینه و هدف: توسعه سه بخش صنعت،کشاورزی و خدمات، نیازمند تربیت نیروی انسانی کارآمد در زمینه‌های فنی و حرفه‌ای است و از طرفی کیفیتمحیط‌زیستدرنتیجهفعالیتانسان در‌این سه بخشتقلیلپیداکردهومقابلهباتخریب محیط‌زیستتنهابااعمالسیاست‌های آموزش توسعه پایدار تحققمی‌یابد. روش بررسی: تحقیق حاضر از نوع کاربردی و با هدف انتخاب مناسب‌ترین روش آموزش توسعه پایدار انجام گرفته است. به این منظور در ابتدا به وسیله مطالعات کتابخانه‌ای، معیارهای شایستگی[1] توسعه پایدار دانش آموختگان فنی و حرفه‌ای‌ شناسایی و براساس آن سه نوع پرسش‌نامه متفاوت تدوین شد سپس با توجه به میزان تأثیرگذاری و تأثیرپذیری معیارها از یکدیگر در دنیای واقعی، تکنیک دیمتل[2] برای شناسایی این روابط مورد استفاده قرار گرفت و نتایج آن در تشکیل ساختار شبکه در مدل تحلیل شبکه[3] برای وزن دهی به معیارها، بکار گرفته شد. در‌نهایت از اوزان بدست آمده برای رتبه بندی روش‌های آموزش توسعه‌پایدار براساس روش تاپسیس[4] استفاده شد. به علت ‌این‌که تکنیک‌های فوق قادر به رفع ابهام از ارزیابی‌های کلامی ‌صورت گرفته توسط تصمیم گیرندگان نیستند در همه‌این روش‌ها اعداد فازی مثلثی بکار برده شد. یافته‌ها: نتایج تحقیق نشان می‌دهد که مهارت یادگیری خود راهبر و تسلط بر دانش محیط‌زیست مرتبط با یک رشته خاص فنی و حرفه‌ای مهم‌ترین زیرمعیار شایستگی توسعه پایدار و بحث گروهی مناسب‌ترین روش آموزش توسعه‌پایدار است. بحث و نتیجه‌گیری: با توجه به نقش مهمی ‌که معیار‌های شایستگی توسعه پایدار در انتخاب درست روش آموزش توسعه‌پایدار و در نتیجه تقویت رفتار و نگرش محیط‌زیستی افراد دارند، لازم است در انتخاب آن‌ها به تمامی‌ابعاد دانش، مهارت، نگرش و رشد و بالندگی توجه شود. [1]- Competency [2]- Decision Making Trial and Evaluation) DEMATEL( [3]- Analytic Network Process(ANP) [4]- Technique for Order Preference by Similarity to Ideal Solution(TOPSIS)

چکیده انگلیسی:

Background and Objective: Development of industry, agriculture and services, requires training of efficient workforce in technical and vocational fields. Knowing that human activity in these three sectors decreases the environmental quality, dealing with environmental degradation can be achieved by implementing long-term sustainable development education policies. Method: The present study is an applied research and aims to choose the best method for sustainable development education. For this purpose, first, the sustainable development competency criteria for technical and vocational graduates were identified by library studies and three different questionnaires were designed based on them. Then, DEMATEL Technique was used to identify the mutual interactions among the criteria. The obtained results were used for designing a network structure on the fuzzy ANP technique to assign weight to each criterion. Finally, the obtained weights were used to rank and select the best method for sustainable development education based on the TOPSIS technique. Since these techniques cannot resolve the ambiguity and uncertainty of verbal evaluations, the fuzzy triangular numbers were used in all the above-mentioned techniques. Findings: The results obtained in this study indicate that self-learning skills and proficiency in the environmental knowledge related to a particular technical and vocational field is the most important sub-criteria of sustainable development competence. Furthermore, group discussions were found to be the most appropriate teaching method for sustainable development education. Discussion and Conclusion: Due to the importance of sustainable development competence criteria in choosing the right method for sustainable development education, it is necessary to consider all aspects of knowledge, skills, attitude, development and growth, in order to strengthen the environmental attitude and behavior.

منابع و مأخذ:


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  1. Hadian Dehkordi, M., Islampour, M.J., Reihani, E. 2014. On the Conceptualization of the Concept Map Limit the Case of Mathematics Students, Journal of Educational Technology, 9(1), pp.39-48. (In persian).
    2.
  2. Aghazadeh, M. 2005. A Guide to Modern Teaching Methods", ISJ Publishing.First edition(In persian).
    3.
  3. Azarbarzin, M., Haghanie, F. 2012.Active Learning: An Approach for Reducing Theory-Practice Gap in Clinical Education. Iranian Journal of Medical Education. 11(9), pp.1179-1190 (In persian).
    4.
  4. Hasan Abadi, M., Babaei, R., Hemati, M. 2010. Presenting a Decision Making Model for Selecting English Language Teaching Using Hierarchical Analysis and TOPSIS Under the Fuzzy Environment, Journal of Educational Leadership and Management, 14, pp.55-79(In persian).
    5.

  1. Khaki, Gh.R. 2004. Research Method. Islamic Azad University Press. (In persian).
    2.

 

 

_||_

  1. Mousai, M., Ahmadzadeh, M. 2009. Development Education and Sustainable Development, Journal of Development Strategy, No. 18, PP. 209 -223(In persian).
    2.
  2. Shobiri, S.M., Sarmadi, M.R. 2012 Pahizkar, L. Studying the extent of compliance with the principles of content organization (Sequence, Unity and Continuity) in the development of concepts and components of environmental education in primary school course content from the perspective of teachers in Tehran and offering proper strategies for it, Journal of Management and Planning in Educational Systems Winter 2012, 5(9), pp. 67 – 81(In persian).
    3.
  3. Moharramnejad, N., Heydari, I. 2006. Developing a Sustainable Development Management Model for Environmental Education for the Young Generation of the Country, Journal of Environmental Science and Technology, 28, pp.68-78. (In persian).
    4.
  4. Mohammad Ali, M. 2011.Vocational Technical Teachings and Ways to Improve It", Journal of Vocational Technical Education Growth,   pp.10-18(In persian).

    1. Navidi, Ahad et al. 2011.echnical and Vocational Education", Publications of the Institute of Education Research(In persian).
      2.
    2. Yildiz N, Y. H . 2011. Effects of personal characteristics on environmental awarenes، a questionnaire survey with university campus people in a developing county. Scientific Research and Essay, 6(2), 332-340.
      3.
    3. Habibi, A., Izadyar, S., Sarafrazi, A. 2014. Fuzzy Multi-Criteria Decision Making, Gill Inscription Publications. First Edition. (In persian).
      4.
    4. Mishra, S., Deshmukh, SG., Vrat P. 2002. Matching of technological forecasting technique to a technology. Technol Forecast Soc Change, 1, pp. 27-69.
      5.
    5. S¸enol Erdog˘mus, Haydar Arasb, Eylem Koc. 2004. Evaluation of alternative fuels for residential heating in Turkey using analytic network process (ANP) with group decision-making. Renewable and Sustainable Energy Reviews, 10, pp. 269-279.
      6.

  5. Meade LM, Presley A. 2002. R&D project selection using the analytic network process. IEEE Trans Eng Manage. 49(1), pp.59–66.
    6.
  6. Hsu-Shih Shih, Huan-Jyh Shyur, E. Stanley Lee. 2007. extension of TOPSIS for group decision making. Mathematical and Computer Modelling, 45, pp. 801–813.
    7.
  7. Zanakis, S.H., Solomon, S.H., Wishart,N., Dublish, S., 1998. Multi-attributedecision making: A simulation comparison of selection methods. European Journal of Operational Research, 107, pp. 507–529.
    8.
  8. De Haan, G.  2006. The BLK ‘ 21’ programme in Germany: a Gestaltungskompetenz’ based model for education for sustainable development. Environmental Education Research, 12, pp. 19-32.

    1. Fatahi Bafeghi, A., Karimi, H., Anvari, M.H., Barzegar, K. 2007. Comparison of the Effectiveness of Two Teaching Methods of Group Discussion and Lecturing in Learning Rate of Laboratory Medicine Students, Journal of Medical Education Development and Research Center, 4(1), pp. 56-51(In persian).
      2.
    2. Keshavarzmohammadi, N., Hosseini, S.GH. 2003. Health Education and Educational Technology, Diabagaran Art Institute of Tehran, Iran. (In persian).
      3.
    3. Horton, W., & Horton, k. 2003. E-learning Tools and Technologies First edition). USA: Wiley publishing.
      4.

  9. Wright, M. J. 2014. Canadian Civil Engineering And Sustainable Development Competence. Master of applied science, Department of Civil Engineering, University of British Columbia, Vancouver, BC, Canada

    1. Chinien, C., Boutin, F., Karen, P. 2009. The Challenge for ESD in TVET: Developing Core Sustainable Development Competencies and Collaborative Social Partnerships for Practice. R. Maclean, & D. Wilson, International Handbook of Education for the Changing World of Work, Springer Science, pp. 2553-2569
      2.
    2. Wu, W.W., Lee, Y.T. 2007. Developing global managers’ competencies using the fuzzy DEMATEL method. Expert Systems with Applications, 32, 499-507.
      3.
    3. Lee, L.W., Kim, S.H. 2001. Using Analytic Network Process and Goal Programming for Interdipendent Information System Project Selection. Computers and Operation Research, 27, pp. 367-382.
      4.
    4. Ertay, T., Ruam, D., Tuzkaya, U.R. 2006. Integrating Data Envelopment Analysis and Analytic Hierarchy for the Facility Design in Manufacturing Systems. Information Sciences, 176, pp. 237-262.
      5.
    5. Zhu, K. 1999. A discussion on Extent Analysis Method and applications of fuzzy AHP. European Journal of Operational Research, 116(2), pp. 450-456.
      6.
    6. Tzeng, G., Chiang, C., & Li, C. 2007. Evaluating intertwined effects in e-learning programs: A novel hybrid MCDM model based on factor analysis and DEMATEL. Expert Systems with Applications, 32(4),  pp.1028-1044
      7.
    7. Feiz, M., Bahadori Nejad, M. 2011.A Professional Competency Model For Graduates of Engineering Colleges in Iran (Case study: Graduates of Sharif University of Technology) . Iranian Journal of Engineering Education, 46, pp. 37-68(In persian).
      8.
    8. Dentoni, D., Blok, V., Lans, T., Wesselink, R. 2012. Developing human capital for agri-food firms’ multi-stakeholder interactions. International Food and Agribusiness Management Review ,15, pp. 61-68.
      9.
    9. Jacobs, J. 2015. Creating pathways to enhance college to work transition using COMET competence diagnostic model to assess and develop occupational competence and commitment in Technical Vocational Education and Training (TVET). Architectures for Apprenticeship, pp.161-165.
      10.


  1. Hadian Dehkordi, M., Islampour, M.J., Reihani, E. 2014. On the Conceptualization of the Concept Map Limit the Case of Mathematics Students, Journal of Educational Technology, 9(1), pp.39-48. (In persian).
    2.
  2. Aghazadeh, M. 2005. A Guide to Modern Teaching Methods", ISJ Publishing.First edition(In persian).
    3.
  3. Azarbarzin, M., Haghanie, F. 2012.Active Learning: An Approach for Reducing Theory-Practice Gap in Clinical Education. Iranian Journal of Medical Education. 11(9), pp.1179-1190 (In persian).
    4.
  4. Hasan Abadi, M., Babaei, R., Hemati, M. 2010. Presenting a Decision Making Model for Selecting English Language Teaching Using Hierarchical Analysis and TOPSIS Under the Fuzzy Environment, Journal of Educational Leadership and Management, 14, pp.55-79(In persian).
    5.

  1. Khaki, Gh.R. 2004. Research Method. Islamic Azad University Press. (In persian).
    2.

 

 

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