پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 908 |
| تعداد مقالات | 7,477 |
| تعداد مشاهده مقاله | 12,081,998 |
| تعداد دریافت فایل اصل مقاله | 8,548,226 |
تحلیل ابعاد علاقهافزایی به درس کار و فناوری از منظر دانشآموزان و دبیران: مطالعهای به روش نظریه ی برخاسته از دادهها | ||
| اندیشه های نوین تربیتی | ||
| مقاله 1، دوره 19، شماره 4 - شماره پیاپی 70، دی 1402، صفحه 45-7 اصل مقاله (1.35 M) | ||
| نوع مقاله: تحقیق کیفی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.33776.3186 | ||
| نویسندگان | ||
| آرزو غفوری* 1؛ کیوان صالحی2 | ||
| 1دانشجوی دکتری روانشناسی تربیتی واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران | ||
| 2استادیار بخش تخصصی پژوهش و سنجش، دانشکده روان شناسی و علوم تربیتی دانشگاه تهران، تهران، ایران. | ||
| چکیده | ||
| علاقهمندی دانشآموزان به یادگیری مهمترین عامل توسعۀ تحصیلی است که ارتقای آن از دیرباز دغدغۀ اصلی متخصصان تربیتی بوده است. برخی از مطالعات و شواهد میدانی از کاهش علاقهمندی دانشآموزان به تحصیل و کسب مهارتهای شغلی حکایت میکند. در همین راستا، برنامۀ درسِ کار و فنّاوری، با هدف ارتقای مهارتآموزی و هدایت شغلی دانشآموزان تدوین شده است. در این پژوهش، تلاش شده تا با معناکاوی در ادراک دانشآموزان و دبیران کار و فنّاوری و مبتنی بر روش نظریه برخاسته از دادهها و طرح تحلیل ابعاد شاتزمن، به اکتشاف و تحلیل ابعاد علاقهافزایی به درسِ کار و فنّاوری متوسطه اول، پرداخته شود. بدینمنظور، با استفاده از نمونهگیری ملاکی، سهمیهای و در دسترس و انجام مصاحبههای رایانامهای و مکتوب، دادهها گردآوری شد. تحلیل دادهها مبتنی بر روش سه مرحلهای شاتزمن و ابزار ماتریس توضیحی انجام شد. یافتهها نشان داد درسِ کار و فنّاوری با وجود چالشهایی که در زمینۀ کمبود امکانات اجرایی در مدارس روبهروست، بهعنوان درسی محبوب و کارآمد در بین دانشآموزان مطرح است. همچنین دلایل علاقهافزایی به درسِ کار و فنّاوری، در بین دانشآموزان در هفده بُعد و از منظر دبیران کار و فنّاوری در قالب بیست بُعد، شناسایی و طبقهبندی گردید. نتایج با ترسیم ماتریس توضیحی و بیان نظریه، بهصورت گزارهها و ترسیم شکل، گزارش شد. نتایج نشان داد که از بین عوامل شناساییشده، لذّت معلمی و احساس زندگی، مهمترین عامل در علاقهافزایی دانشآموزان به درسِ کار و فنّاوری بوده است. | ||
| کلیدواژهها | ||
| علاقهافزایی؛ تحلیل ابعاد شاتزمن؛ درسِ کار و فنّاوری؛ نظریهپردازی؛ نظریه برخاسته از دادهها | ||
| عنوان مقاله [English] | ||
| Dimensional analysis of increasing students' interest in work and technology courses from the perspective of students and teachers: A study of the grounded theory and Schatzman dimensional analysis | ||
| نویسندگان [English] | ||
| Arezu Ghafoori1؛ Keyvan Salehi2 | ||
| 1Ph.D. Student Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran, | ||
| 2Assistant Professor, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran | ||
| چکیده [English] | ||
| Abstract We explored and analyzed the dimensions of enhancing students’ interest in work and technology courses curriculum in junior high schools by dimensional analysis of the perceptions of students and teachers of vocational work and technology courses and based on the grounded theory and Schatzman dimensional analysis. Students were selected based on criterion, quota and convenience sampling methods. Thirty students of the seventh, eighth and ninth grades who were interested in attending the interview were selected by convenience and interviewed. Interviews were conducted based on quota sampling and selection of 10 students from each grade. Data were analyzed based on Schatzman's three-step method and the explanatory matrix tool. This analysis consists of three stages and as an organization plan, including a. dimensioning/design b. segregation; c. integration/reintegration. These steps are not linear and are provided only sequentially for ease of presentation. Schatzman proposed dimensional analysis in three steps using an explanatory matrix tool. Introduction Students' interest in learning is the most important factor for their academic progress. Educational experts are long expressed concern for enhancing students' interest in learning (Heuling, 2021; Tambunan et al., 2021; Guo et al., 2020; Kidman, 2018; Li, 2011; Thorndike, 1935; Quoted by Rowland, Knekta, Eddy & Corwin, 2019; Dewey, 1913). Some studies indicate a decrease in both students' interest in studying and acquiring job skills. In this regard, work and technology courses curricula were developed to improve students’ skills and as a vocational guidance for them (Mills et al., 2020; Rellensmann & Schukajlow, 2017). Review of literature on work and technology courses showed that no local studies have so far explored the basic dimensions in the formation and strengthening of interest with a qualitative approach. This research aims to identify the perspective, context, conditions, processes and consequences of students' increasing interest in work and technology courses in junior high school using the data theory method based on Schutzmann's dimension analysis approach. The questions we attempt to answer include “What are the dimensions associated with increasing students' interest in work and technology?” and "What context, conditions and process increase students' interest and what are its consequences?" Method We used dimensional analysis to explore and analyze the dimensions of enhancing students’ interest in work and technology courses in junior high schools in the perceptions of students and teachers based on the grounded theory and Schatzman dimensional analysis (Kools, McCarthy, Durham & Robert, 1996). To validate the findings, specific methods of qualitative studies, such as participants' control of the findings, made by four interviewees (Ghafoori & Salehi, 2017), as well as the analytical multidimensionality were used. The explanatory matrix is an organized prototype that displays most of the intrinsic properties of the specified dimensions in the form of various conceptual components such as context, conditions, processes, and identified consequence. The main strength of this project is the development of analytical processes that enhance the process of comparability and comparison of data and concepts. Thirty students of the seventh, eighth and ninth grades who were interested in attending the interview were selected by convenience and interviewed. Interviews were conducted based on quota sampling and selection of 10 students from each grade. Results Findings indicate that courses are popular and effective for students although schools face challenges in terms of administrative facilities. Also, the reasons for enhancing students’ interest in work and technology courses were identified and categorized in 17 dimensions among students and in 20 dimensions among teachers. The results are reported through an explanatory matrix and express the theory in the form of propositions and figures. The results showed that among the identified factors, teacher’s pleasure and feeling the life were the most important factors in enhancing students' interest in work and technology courses. Among the teachers, dimensions such as the application of technology, workshop activities, responsibility assignment and authentic tasks were mentioned as the basic context. The dimensions of original evaluation, teaching technique, critique culture, executive possibilities, persuasion of the principal and parents, and modules generalizable to the outer world in the textbook were taken in the explanatory matrix in the conditions context. Also, the dimensions of using active teaching methods, enrichment of mental processes and holding business markets in the processes and dimensions of strengthening the relationship with the creator, skill development, promotion of mental processes, deep learning, academic-occupational guidance and facilitating halal earnings were taken in the consequence context. In the student group, dimensions such as "workshop and site activities" were taken in the basic context. The dimensions of "excellence of evaluation, teaching technique, and subject classes" were taken in the explanatory matrix in the conditions context. Dimensions of "attractive teaching methods, enrichment of mental processes, safety and health, holding business markets" were taken in the processes and dimensions of "strengthening the relationship with the creator, promoting collective ethics, skill development, motivation, academic academic-occupational guidance and facilitating halal earning and participation were taken in the consequence context. In the integration/reintegration phase, the following statement were formulated: Feeling of pleasure happens consecutively; that is, a work and technology teacher who has felt the pleasure of teaching in participating in school dynamism, success in family growth, self-regulation and self-development and participation in community development is the main contributor for creating pleasures such as the "feeling of life" in students. Discussion and conclusion Practicing life begins in smaller settings as students practice life in school during work and technology courses in intra-team and inter-team interactions, in interaction with the teacher, and in practicing business in the school bazaar. Material and non-material context and conditions contribute to the development of interest in material contexts such as technology, workshops and genuine tasks considered by work and technology teachers and in non-material contexts such as giving responsibility to students, as well as material backgrounds like genuine evaluation, executive facilities, book modules and classes and non-material backgrounds like teacher training, critique culture, persuasion of the principal and parents, and the excellence of the evaluation space. Based on the findings of this study, it is recommended that Higher officials organize sessions for school principals to prioritize equipping workshops and the “site” in schools. Mass media address entrepreneurship education through creating a positive view among parents in terms of vocational subjects such as work and technology. 3. Work and technology courses begin in elementary schools (fourth grade) because participants mentioned that work and technology courses are one of the most popular courses for students | ||
| کلیدواژهها [English] | ||
| Increasing interest, Dimensional analysis, work and technology courses, Grounded theory, Schatzman dimensional analysis | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Arab Poshtkuhi, M., Zamani Moghadam, A., & Rajabzadeh Qatari, A. (2019). Identifying the criteria for the effectiveness of e-learning programs in work and technology from the perspective of experts. Education Technology, 14 (1), 167-177. https://doi.org/10.22061/jte.2018.3769.1938 (Text in Persian) Arsan Kilani, M. (1937). Philosophy of Islamic Education, (Translator: Behrouz Rafiei, 2011), Qom: Research Institute and University and Tehran: Samat Publications (Text in Persian) Bolkan, S., & Darrin, J G. (2018). Catch and hold: instructional interventions and theirdifferential impact on student interest, attention, and autonomous motivation, Communication Education, https://doi.org/10.1080/03634523.2018.1465193 Broeckelman-Post, MA., Tacconelli, A., Guzmán, J., Rios, M., Calero, B., & Latif, F. (2015). Teacher Misbehavior and its Effects on Student Interest and Engagement, Communication Education, ISSN: 0363-4523 (Print) 1479-5795 (Online) Journal homepage: http://www.tandfonline.com/loi/rced20. Carmichael, C., Callingham, R., & Watt M. G. (2017). Classroom motivational environment influences on emotionaland cognitive dimensions of student interest in mathematics, ZDM Mathematics Education, http://dx.doi.org/10.1007/s11858-016-0831-7 Faraskhah, M. (2015). Qualitative research method in social sciences (with emphasis on theory-based), Tehran: Agah Publications. (Text in Persian) Folaranmi, A., Ajagun, G A., & Samuel, M. (2019). Effect of Round-Robin Instructional Strategy on Senior Secondary School Students’Interest in Electrochemistry in Federal Capital Territory Abuja Nigeria, Journal of Education and e-Learning Research, 6(3), 129-134. Ghafoori, A., & Salehi, K. (2017). Representation of the process of Transformationof value changes in women with a focus on women, Quarterly Journal of Women's Socio-Psychological Studies, 14 (4), pp.157-208. (Text in Persian) Ghafoori, A., & Salehi, K. (in press). Practical guide to conducting qualitative research: with emphasis on grounded theory research method (GT). (Text in Persian) Glaser, Barney G., & Strauss, A. L. (1967). The Discovery of Grounded Theory, A Division of Transaction Publishers, New Brunswick (U.S.A.) and London (U.K.). Guo, Y. M., Klein, B. D., & Ro, Y. K. (2020). On the effects of student interest, self-efficacy, and perceptions of the instructor on flow, satisfaction, and learning outcomes. Studies in Higher Education, 45(7), 1413-1430. http://dx.doi.org/10.1080/03075079.2019.1593348 Heuling, L. S. (2021). Promoting student interest in science: The impact of a science theatre project. LUMAT: International Journal on Math, Science and Technology Education, 9(2), 63-81. https://doi.org/10.31129/LUMAT.9.2.1489 Ismaili, M., Bahrami, M., Khalil Arjmandi, M., Susanabadi Farahani, F., Shojaee Ardakani, M., Sadegh, M., Zeighami, Hassan., Tarzi, Maliha; Farjad, Sara; Kiani, Sahar; Goodarzi, R., Mustafavi, M., McKinney, A., Niazi, Morteza., & Nikonjad, B. (2019). Ninth Grade Work and Technology, Tehran: Iran Textbook Publishing Company. (Text in Persian) James, N. (2017). You've got mail. Using email interviews to gather academics' narratives of their working lives. International Journal of Research & Method in Education, 40(1), p6-18. http://dx.doi.org/10.1080/1743727X.2015.1056136 Kidman, G. (2018). School geography: what interests' students, what interest's teacher? International Research in Geographical and Environmental Education, 27(4), 311-325. http://dx.doi.org/10.1080/10382046.2017.1349374 Kools, S., McCarthy, M., Durham, R., & Robrecht, L. (1996). Dimensional analysis: Broadening the conception of grounded theory. Qualitative Health Research, 6(3), 312-330. https://doi.org/10.1177/104973239600600302 Lakanen, A., & Isomöttönen, V. (2018). Computer Science Outreach Workshop and Interest Development: A Longitudinal Study, Informatics in Education, 17(2), 341–361. http://dx.doi.org/10.15388/infedu.2018.18 Li, Y. (2011). On the Cultivation of Students' Interests in Biology Teaching. International Education Studies, 4(2), 141-143. https://doi.org/10.5539/ies.v4n2p141 Maleki, H. (2012). Introduction to educational and social activities, Zanjan: Solaleh Publications. (Text in Persian) Maleki, M., Liaqatdar, M J., & Nili, M R. (2019). Phenomenological exploration of the basic skills of the work and technology curriculum. Education technology, online publication August 13, 2019. https://doi.org/10.22061/jte.2019.4951.2141 (Text in Persian) Mills, R., Tomas, L., Whiteford, C., & Lewthwaite, B. (2020). Developing middle school students’ interest in learning science and geology through Slowmation. Research in Science Education, 50(4), 1501-1520. https://link.springer.com/article/10.1007/s11165-018-9741-8 Mohammadi Darvish Baqal, N., Hatami, H., Asadzadeh, H., & Ahadi, Hassan. (2013). The effect of teaching self-regulatory strategies (cognitive and metacognitive) on motivational beliefs (academic motivation, self-efficacy, test anxiety) of high school students. Journal of Educational Psychology, 9 (27), 50-64. (Text in Persian) Morse, J. M., Noerager Stern, P., Corbin, J., Bowers, B., Charmaz, K., & Clarke, A.E. (2016). Developing grounded theory. The second generation (Developing Qualitative Inquiry). Publisher: Routledge. ISBN 978-1-59874-193-3. Noshadi, N., & Abadi, M. (2018). Evaluate the place of critical thinking skills in the mathematics curriculum of regular and gifted high schools. Education Technology, 13 (2), 147-155. https://doi.org/10.22061/jte.2018.2997.1764 (Text in Persian) Otundo, J O., & Garn, A C. (2019). Student Interest and Engagement in Middle School Physical Education: Examining the Role of Needs Supportive Teaching, International Journal of Educational Psychology, 8(2), 137-161. Piri, M., Asadian, S., & Mohammadzadeh, M. (2017). Assessing the implementation status of the seventh-grade work and technology curriculum of the first year of high school, Iranian Curriculum Studies Quarterly, 12 (45), 119-142. (Text in Persian) Pratiwi, W., Rochintaniawati, D., & Agustin, R. (2018). The Effect of Multiple Intelligence-Based Learning Towards Students’ Concept Mastery and Interest in Matter, Journal of Science Learning, 1(2),49-52. http://dx.doi.org/10.17509/jsl.v1i2.8739 Prendergast, M., Murphy, C., O’Neill, A., & Roche, J. (2018). Trinity Walton Club: What is its Potential for Promoting Interest in STEM, European Journal of STEM Education, 3(1), 1-9. Rellensmann, J., & Schukajlow, S. (2016). Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre‑service teachers’ judgments of students’ interest in problems with and without a connection to reality, ZDM Mathematics Education, http://dx.doi.org/10.1007/s11858-016-0819-3 Rellensmann, J., & Schukajlow, S. (2017). Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality. ZDM, 49(3), 367-378. Rowland, A., Knekta, E., Eddy, S., & Corwin, L. (2019). Defining and Measuring Students’ Interest in Biology: An Analysis of the Biology Education Literature, CBE—Life Sciences Education, 18(34), 1-14. https://doi.org/10.1187/cbe.19-02-0037 Saberi Fard, F., & Haji Arbabi, F. (2019). The relationship between family emotional atmosphere and emotional self-regulation and resilience in Mashhad Azad University students. Journal of Cognitive Psychology and Psychiatry, 6 (1), 49-63. (Text in Persian) Salehi omran, I,. & Rostami, F. (2009). Investigating the effect of university education in cultivating students' entrepreneurial characteristics, management and planning in educational systems, 1 (2), 22-34. (Text in Persian) Salehi, K., Bazargan, A., Sadeghi, N., & Shokoohi Yekta, M. (2015). Representation of teachers' perceptions and lived experiences of possible harms resulting from the implementation of a descriptive evaluation plan in primary schools. Journal of Educational Measurement and Evaluation Studies, 5 (9), 59-99. (Text in Persian) Seidmoradi, K., Shafiabadi, A., Farrokhi, N A., Salimi Bejestani, H., & Ghafoori, A. (2019). Representation of the process of benefiting from social capital in the resilience of Kermanshah earthquake victims: A qualitative study. Social Psychology Research, 9 (36), 89-114. (Text in Persian) Tambunan, H., Sinaga, B., & Widada, W. (2021). Analysis of Teacher Performance to Build Student Interest and Motivation towards Mathematics Achievement. International Journal of Evaluation and Research in Education, 10(1), 42-47. http://dx.doi.org/10.11591/ijere.v10i1.20711 You've Got Mail …! Using Email Interviews to Gather Academics' Narratives of Their Working Lives https://doi.org/10.1080/1743727X.2015.1056136 | ||
|
آمار تعداد مشاهده مقاله: 1,258 تعداد دریافت فایل اصل مقاله: 413 |
||
