پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 11 |
| تعداد شماره‌ها | 210 |
| تعداد مقالات | 2,098 |
| تعداد مشاهده مقاله | 2,877,989 |
| تعداد دریافت فایل اصل مقاله | 2,085,878 |
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 | ||
|
[1] C,Alexander,The timeless way of learning,New York:Oxford University Press ,pp. 62–75,(1979). [2] M.E,Ahlum-Heather& ,F.L.J , Divesta,The effect of a controlled verbalization of a cognitive strategy on transfer in problem solving.Memory and cognition,Vol. 14, No. 3, pp. 281-285,(1986). [3] C, Ann LeVa, Neighborhoods that Matter: How Place and People Affect Individual Political Participation,Phd Thesis University of California, Los Angeles,(2016). [4] A, Akrami,School yard: the role of open space in primary schools, Phd Thesis, (2004). [In Persion] [5] American Institute of Architects. Renovating early and middle 2011century schools conference. St. Louis, MO, (1999). [6] B, Aspadk, Early childhood education, translated by Mohammad Nazari Nejad, Tehran: Astan Quds Razavi Publication, pp. 80 – 95, (2004). [In Persion] [7] C. C, Bonwell,&J. A., Eison, Active Learning:Creating Excitement in the Classroom, ASHE-ERIC Higher education Report, George Washington University,Washington,DC, pp. 100-102,(1991).
[8] G., Bossaert, H., S. J., Colpin, Pijl & K, Petry,Truly included? A literature study focusing on the social dimension of inclusion in education. International Journal of Inclusive Education, pp. 150-154 , (2012).
[9] J., K.,Burton, ,D. M.,Moore & G. A.,Holmes,Hypermedia concepts and research:An overview.Computers in Human Behavior,II, pp. 152-157, (1995).
[10] T. C., Chan, Environmental Impact on Student Learning, Department of educational Leadership, College of Education, Valdosta State University, Valdosta, Georgia, pp. 165-168,(1996).
[11] J. J. L., Chen,Grade-level difference relations of parental, teacher and peer support to academic engagement and achievement among Hong kong students, school psychology international, Vol.29, No. 2, pp. 183-198, (2008).
[12] A. L., Colle, Critical review of elementary school design, Phd thesis, University of Massachusetts Amherst,pp. 201-204, (2011).
[13] Cuningham group, schools that fit: Aligning architecture and education, Unithed states of America pp. 50-55, (2002).
[14] Z.,Dalum, H. Y., O. m., Hsu,Kwok, M.,Benz&Bowman-Perrott,L,The impact of Basic –Level Parent Engegements on student Achievement :Patterns Associated Race Ethnicity and socioeconomic status, Journal of Disability Policy studies, Vol. 22, No. 1 pp. 28-39, (2011).
[15] A. M., Dotterer, &, k., Lowe, Classroom context, school Engagement, and academic achievement in early adolescence, Journal of youth and adolescence, Vol. 40, No. 12, pp. 1649-1660, (2010).
[16] Feliciano, K., Waterfront Connections: A Dynamic Learning Environment for Downtown Seattle Kristina. Master of Architecture thesis, University of Washington, (2011).
[17] J., Gardner and Jerome jewler,Your collge experience strategies for success wards worth publishing company. U.S.A, pp. 55-72, (2000).
[18] Hertzberger,H., space and learning, 010 publisher,Rotterdam pp. 220-230, (2008).
[19] M., Hill, J., Davis, A., Prout, & K. Tisdall, Moving the Participation Agenda Forward, Children & Society, pp. 77 - 96, (2004).
[20] B. B., Jensen, et al, Participation and Learning: Perspectives on Education and the Environment, health and sustainability,springe press, Kagan, S. Cooperative practice. Learning. Resources for Teachers. San Juan: Capistrano, Calif., pp. 65-85, (2008).
[21] H, Kamel Nia, The structure of designing learning environments, Sobhan Nour press, Tehran, pp. 112-120,(2007).[In Persion]
[22] M. R., Keramati ,The effect of collaborative learning on social skills development and mathematical achievement, Journal of Psychology and Education, Vol. 37, pp. 39-55, (2007)[In Persian[
[23] M.M, Mahmoudi, Flexible learning spaces (flexibility in educational spaces), Tehran: Tehran University Press, pp. 110-120, (2011). [In Persian [
[24] P. H. et.al , Masan, Child growth and personality, Translated by Mahshid Yasaii, Tehran Markaz, pp. 330-336, (1995). [In Persian].
[25] G. T., Moore, and J. A., Lackney, school design:Crisis,Educational Performance and Design Applications,Children’s Environments,Vol. 10, No. 2,pp. 99-112, (1993).
[26] B., Nasr Abadi, Hasan Ali & R. A., Norouzi, Analysis of the effect of cooperative learning on students' academic and social growth, Journal of Faculty of Humanities, Vol. 57, pp. 161- 180,(2005). [In Persian].
[27] D., Nisbet, Spaulding , L, M.Wighting,,"Relationships between Sense of Community and Academic Achievement: A Comparison among High School Students, The International Journal of the Humanities, Vol. 7, No. 3, pp. 63-72, Faculty Publications and Presentations , (2009).
[28] D. G., Oblinger, Learning spaces.Washington, DC: EDUCAUSE pp. 160-170, (2006).
[29] M., Prince, Does Active Learning Work? A Review of the research, Journal of Engineering Education, Vol. 93, No. 3, pp. 223-25, (2004).
[30] G. A., Ramirez, Classroom Design for Urban Students, Phd thesis in Doctor of Education, University of California, Los Angeles, pp. 156-175, (2014).
[31] Saif et.al, Developmental psychology, Samt press,Tehran, pp. 156-175, (2011).[In Persian]
[32] M., Scardamalia& C., Bereiter,Knowladge building .Theory,pedagogy,and technology.In K.Sawyer(ED),The Cambridge handbook of the learning sciences,New York:Cambridge University Press, pp. 1150-1165, (2006).
[33] R. A., Slavin, summery of studies on collaborative learning, translated by Fatemeh Faghihi, Journal of Education, Tehran,(1994). [In Persian]
[34] A, Shariatmadari, The educational and scientific mission of education centers, Human ICTS Tehran University, pp. 120-135, (1995). [In Persian]
[35] K., Sulonen, J., Sulonen, The Grammar of a modern school building, A comparative study on schools and the changing ways of learning,Finnish National Board of education and the authors,Tempere, pp. 250-260.(2014).
[36]A,Taylor, linking architecture and Education:sustainable design for learning environments, The university of New Mexico press, pp. 120-132,(2009).
[37] S.A.,Taylor, G. L., Hunter, H.Melton&S. A., Googwin, Student Engagement and Marketing Classes,Journal of Marketing Education, pp. 1120-1150,(2011).
[38] D. W., Tileston,10 best teaching practices, corwin press,A Sage Publications Company,U.S.A pp. 150-165,(2000).
[39] U. S. Departement of Education, Reducing class size:What do we know?Retrieved November 19,pp. 10-15,(1999).
[40] C. S., Weinstein, T. G., David, spaces for Children, The Built Environment and Child Development,New York and London,Plenu Press , pp. 15-18,(1987).
[41] S. J.,Wolff, Design future for project-Based Learning,Phd thesis, Oregon state university, (2002). | ||
|
آمار تعداد مشاهده مقاله: 1,431 تعداد دریافت فایل اصل مقاله: 1,194 |
||