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تاثیر ابعاد فیزیکی کلاس بر ارتقا مشارکت دانشآموزان در فرایند یادگیری فعال | ||
| فناوری آموزش | ||
| مقاله 2، دوره 11، شماره 2 - شماره پیاپی 42، فروردین 1396، صفحه 109-123 اصل مقاله (1.6 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/tej.2017.631 | ||
| نویسندگان | ||
| مصطفی ارغیانی1؛ محسن فیضی2؛ عباس یزدانفر* 3 | ||
| 1گروه معماری و شهرسازی، دانشگاه بجنورد، بجنورد، ایران | ||
| 2دانشکده معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران، ایران | ||
| 3دانشکده معماری و شهرسازی ، دانشگاه علم و صنعت ایران، تهران، ایران | ||
| تاریخ دریافت: 03 مرداد 1395، تاریخ بازنگری: 19 اردیبهشت 1396، تاریخ پذیرش: 06 خرداد 1396 | ||
| چکیده | ||
| ادراک و تجربة کسب‌شده درون مدرسه معاصر نتوانسته زمینه‌ساز مناسب یادگیری فعال انسان باشد. به‌طورکلی مشارکت کردن رکن اصلی در یادگیری فعال است که امروزه تعلیم و تربیت و یادگیری در دوره راهنمایی، بر مشارکت فعال دانشآموزان در جریان یادگیری، تأکید دارد. با توجه به اهمیت یادگیری فعال در این مقاله مؤلفههای مؤثر در این نوع یادگیری مشخص گردید، از بین 3 مؤلفة مؤثر در یادگیری فعال، مؤلفه مشارکت در فرایند یادگیری انتخاب می‌گردد که بعد از بررسی و مطالعة الگو، عوامل مؤثر بر مشارکت کودک در فرایند یادگیری به ترتیب 2 الگو شامل الگوی اجتماعی، الگوی فعالیتی برای مشارکت در فرایند یادگیری تعیین گردید. در این مقاله که روش تحقیق مورداستفاده ترکیبی از دو روش کمی و کیفی است، در بخش کمی از آزمون T تک متغیره و در بخش کیفی از روش نمونة موردی و روش تحلیل محتوا در تحلیل مصاحبهة نیمه ساختاریافته استفاده شد. جامعة آماری در بخش کمی شامل 279 نفر از دانشآموزان مقطع راهنمایی شهر بجنورد و در بخش کیفی شامل 43 نفر از دانشآموزان مقطع هفتم در یکی از مدارس راهنمایی پسرانه شهر بود. نتایج تحقیق نشان داد اکثریت پاسخ‌دهنده‌ها اندازة کوچک کلاس را ترجیح می‌دهند. یافته‌های تحقیق با تةکید بر مفهوم مشارکت در فرایند یادگیری، معیارهای تعاملات اجتماعی، فعالیت فردی و گروهی، درگیری و تجربه در فرایند یادگیری را برای طراحی فضای بسته آموزشی مطرح می‌سازند که درنهایت تعاملات به‌عنوان مهم‌ترین معیار مطرح گردید. | ||
| کلیدواژه‌ها | ||
| طراحی فضای بسته آموزشی؛ یادگیری فعال؛ مشارکت در فرآیند یادگیری؛ متغیرهای محیطی | ||
| موضوعات | ||
| روانشناسی فناوری آموزش | ||
| عنوان مقاله [English] | ||
| Effect of physical dimensions of classroom on Promotion of Active Participation in the Learning Process | ||
| نویسندگان [English] | ||
| M. Arghiani1؛ M. Feizi2؛ A. Yazdanfar3 | ||
| 1Architecture and Urban Planning, Department, Bojnourd University . Bojnourd. Iran | ||
| 2Architecture and Urban Planning Department,, Iran University of Science & Technology. Tehran. Iran | ||
| 3Architecture and Urban Planning, Department, Iran University of Science & Technology. Tehran. Iran | ||
| چکیده [English] | ||
| The existing educational space in schools has been accused of assuming a passive role for children and creating negative effects on their mental development. Although this educational environment initially paved the way for introducing the modern educational program, it lacked the required ability to mobilize and activate a child’s mind, and create motivation for learning. Due to the significance of active learning, its effective elements are first described in this study. From among the 3 effective elements in active learning, “participation” was selected. Subsequently, the effective factors on a child’s participation in the learning process were determined in the form of two models, namely, the social model and the activity model. The research typology is a quantitative method through a surveying study The theoretical content analysis method was used to classify the different perspectives and the interview and observation method was implemented for the selected case study. The objective of this study is to examine the effect of class room size on the students’ participation in the learning process. The statistical population of this study was the middle school children in Bojnourd, Iran, in the 2014-2015 academic year. Subsequently, 279 students were randomly selected from among the above population for completing the questionnaire. The results showed that the majority of the students preferred smaller classrooms, therefore, the overall conclusion in this study is that, to promote participation in the learning process, the following criteria must be considered in designing closed educational spaces: 1) socialization; 2) individual and group activity, and 3) involvement and experience in learning. | ||
| کلیدواژه‌ها [English] | ||
| Design of closed educational spaces, active learning, participation in the learning process, environmental variables | ||
| مراجع | ||
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