تجربه زیسته یادگیری غیررسمی در مدارس رسمی: رویکرد پدیدارشناسی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فاطمه گودرزی
1
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علیرضا صادقی
2
*
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مصطفی قادری
3
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حسن ملکی
4
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غلامرضا یادگارزاده
5
1 - دانشجوی دکتری مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
2 - دانشیار گروه مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
3 - دانشیار گروه مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
4 - استاد گروه مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
5 - دانشیار گروه مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
کلید واژه: یادگیری غیررسمی, یادگیری رسمی, پدیدارشناسی تفسیری, مدرسه, تلفیق آموزش.,
چکیده مقاله :
این پژوهش با هدف بررسی و تبیین تجربه زیسته یادگیری غیررسمی در مدارس رسمی انجام شد. رویکرد پدیدارشناسی تفسیری هایدگر به‌کار گرفته شد تا دیدگاه‌ها، احساسات و تجربه‌های عمیق معلمان، دانش‌آموزان و والدین به‌صورت نظام‌مند و با دقت درک شود. جامعه آماری شامل دانش‌آموزان سال آخر دبیرستان، معلمان با حداقل ۱۰ سال سابقه تدریس و والدین آنان بود و تمام اعضای هر گروه در نمونه‌گیری در دسترس انتخاب شدند (۵۲ نفر). داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته و مشاهده مستقیم جمع‌آوری شد و محورهای پرسش شامل نقاط قوت و ضعف برنامه رسمی، تجربه یادگیری غیررسمی، تعاملات کلاس و انتظارات آموزشی بود. داده‌ها با تحلیل مضمون در نرم‌افزار MAXQDA کدگذاری و تم‌بندی شدند تا الگوهای پنهان و آشکار یادگیری غیررسمی شناسایی و به‌صورت نظام‌مند ارائه شود. یافته‌ها نشان داد یادگیری غیررسمی در قالب فعالیت‌های گروهی، تعاملات دانش‌آموزی، مشارکت فعال در پروژه‌ها و استفاده از منابع غیررسمی رخ می‌دهد و می‌تواند فرصت‌های یادگیری را فراتر از برنامه رسمی گسترش دهد. همچنین، تعامل میان یادگیری رسمی و غیررسمی زمینه‌هایی برای به‌رسمیت شناختن و تقویت تجربه‌های یادگیری فراهم می‌کند و امکان ارتقای خلاقیت و مهارت‌های اجتماعی دانش‌آموزان را نیز ایجاد می‌کند. این پژوهش با ارائه تصویری جامع از یادگیری غیررسمی، می‌تواند برای معلمان، مدیران مدارس و سیاست‌گذاران آموزشی راهکارهای عملی، الهام‌بخش و کاربردی فراهم آورد.
Informal learning, which occurs outside formal educational environments, involves voluntary, experiential, and flexible learning and is observed in contexts such as workshops, social programs, or extracurricular activities. Unlike formal learning, which is structured and assessed, informal learning is not explicitly identified or assessed, and lacks a clear definition. This study aims to explore how informal learning emerges and is identified within formal educational environments. A review of the research literature helped identify various dimensions of formality in learning and showed that formality is a fluid state, with different levels of formal and informal learning potentially coexisting in the same learning environment. To explore this further, tools were designed to capture evidence of informal learning and were applied in an experimental study within a formal 12th-grade classroom at a public school. These tools, based on the identified framework, were designed to observe, document, and assess the characteristics of informal learning in the educational environment. The results of this experimental study contributed to the improvement and updating of the informal learning framework and also prompted reflection on data collection methods. This research demonstrated that informal learning, with its diverse and fluid characteristics, can simultaneously emerge in formal educational environments, and its identification requires specialized tools and approaches.
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