فصلنامه پیشرفتهای نوین در مدیریت آموزشی

فصلنامه پیشرفتهای نوین در مدیریت آموزشی

واکاوی مولفه های راهبردی موثر بر تسهیل یادگیری: یک مطالعه سنتزپژوهی

نوع مقاله : مقاله پژوهشی

نویسنده
دکتری تکنولوژی آموزشی، دانشگاه تربیت مدرس، تهران، ایران
چکیده
در طول چند دهه گذشته، نظریه ها و الگوهای آموزشی مختلفی بر اساس نظریه های رفتارگرایی، شناخت گرایی، و سازنده گرایی، برای تسهیل یادگیری توسعه داده شده است. با این وجود، انجام مطالعاتی برای بازنگری، جمع بندی، و ترکیب مولفه های راهبردی این نظریه ها و الگوهای آموزشی ضرورتی انکارناپذیر است. هدف از انجام این پژوهش، مطالعه نظام مند نظریه ها و الگوهای آموزشی با رویکردهای مختلف، به منظور جمع بندی و ارائه یک فراترکیب از مولفه های آموزشی راهبردی برای تسهیل یادگیری بوده است. روش پژوهش، رویکرد کیفی، و از تکنیک فراترکیب استفاده شده است. جامعه مورد مطالعه، کلیه نظریه های آموزشی، و الگوهای آموزشی بود که در طول 7 دهه اخیر توسعه داده شده اند. این نظریه و الگوها، از طریق واکاوی محتوایی دسته بندی و غربالگری شدند و نمونه ای در حدود 21 نظریه و الگو به صورت هدفمند انتخاب، کدگذاری و طبقه بندی شدند. بر اساس یافته های پژوهش، مولفه های تسهیل یادگیری در شش مولفه راهبردی اساسی استخراج و طبقه بندی شد. این مولفه های راهبردی شامل الف. مولفه های زمینه ای  با 7 خرد- مولفه، ب. مولفه های پایه با 13 خرد- مولفه، ج. مولفه های مولد شناختی با 15 خرد- مولفه، ه. مولفه های مولد شناختی -سازنده گرایی با 3 خرد- مولفه، د. مولفه های مولد سازنده گرایی با 5 خرد- مولفه، و ذ. مولفه های رسانه- پیام با 10 خرد- مولفه هستند. مدل ترکیبی مولفه های راهبردی تسهیل یادگیری، به عنوان یک جمع بندی و فراترکیب از راهبردهای آموزشی با رویکردهای مختلف رفتاری، شناختی، و سازنده گرایی، می تواند به عنوان راهنمای معلمان و طراحان برای تسهیل بخشیدن یادگیری دانش آموزان استفاده شود.
کلیدواژه‌ها

Alipour, Nasreen, Nowrozi, Dariush, and Noorian, Mohammad. (2017). Synthesis of research on the components affecting the quality of learning environments. Educational Technologies in Learning, 4(14), 71-103. doi: 10.22054/jti.2020.45197.1281. [in Persian]
Bayat, Mohsen (2021). Educational technology, study, research, evaluation, Tehran: ATA Student Publications. [in Persian]
Bayat, Mohsen (2022). Educational design at micro and macro levels, Tehran: Avai Noor Publishing House. [in Persian]
Bayat, Mohsen, Fardanesh, Hashem, Hatami, Javad, and Talai, Ibrahim. (2021). The effect of a discussion-based learning environment on improving moral-social decision-making skills: a comparison of two modeling and coaching strategies. Scientific quarterly research in school and virtual learning, 8(4), 31-42. doi: 10.30473/etl.2021.56589.3382. [in Persian]
Bayat, Mohsen, Fardanesh, Hashem, Hatami, Javad, and Talai, Ibrahim. (2021). The effect of pre-training strategies and scripts in the collaborative reasoning-based learning environment on the acquisition and transfer of decision-making skills and satisfaction. Educational Sciences, 28(2), 59-78. doi: 10.22055/edus.2021.36064.3165. [in Persian]
Butcher, K.R. (2006). Learning from text with diagrams: Promoting mental model development and inference generation. Journal of Educational Psychology, 98, 182-197
Clark, Colvin, and Richard Meyer (2013), E-learning and the science of education (translated by Javad Hatami and Kiyomarth Taghipour); Tehran: Avai Noor Publishing House
Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.) Knowing, learning and instruction: Essays in honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Lawrence Erlbaum Associates.
Dehqanzadeh, Hojat, Dehqanzadeh, Hossein, Shah Alizadeh, Mohammad, and Rostgarpour, Hassan. (2016). Comparing the effectiveness of four-component educational design models, Ganieh and conventional methods in students' learning. Cognitive strategies in learning, 5(8), 93-112. SID. https://sid.ir/paper/255167/fa. [in Persian]
Dehqanzadeh, Hojjat, Dehqanzadeh, Hossein, Nowrozi, Dariush, and Amirtimori, Mohammad Hassan. (2015). Comparison of the effectiveness of educational design models of Raygloth, Ganieh and the conventional method in students' learning. Educational Psychology Quarterly, 12(39), 119-134. doi: 10.22054/jep.2016.4120. [in Persian]
E. J. Remy Zefsky (2013). Designing educational systems (translated by Hashem Fardanesh); Tehran: Side
Fardanesh, Hashem and Morteza Karmi (2007)., Identification of optimal educational design patterns for industrial education, Curriculum Studies Quarterly, 3rd year, No. 8, Tehran, pp. 106-131. [in Persian]
Fardanesh, Hashem, and Kerami, Morteza. (2020). Identifying the ideal educational design model for industrial training. Curriculum Studies, 3(8), 106-131. SID. https://sid.ir/paper/101117/fa. [in Persian]
Fardanesh, Hashem. (2014), educational design; Fundamentals, approaches and applications. Tehran: Side. [in Persian]
Fardanesh, Hashem. (2020). Classification of constructivist design patterns based on learning and teaching approaches. Educational and Psychological Studies, 9(2), 5-21. SID. https://sid.ir/paper/446483/fa. [in Persian]
Gagne, R. M. (1977). The conditions of learning (3rd ed.). New York: Holt, Rinehart & Winston, 1977.
Gagné, R.M. (1985). The conditions of learning and theory of instruction (4th Ed.). New York: Holt, Rinehart and Winston.
Gagné, R.M. (1985). The conditions of learning and theory of instruction (4th Ed.). New York: Holt, Rinehart and Winston.
Gardner, H. (1999). Multiple approaches to understanding. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instruction.
Jonassen, D. (1999) Designing constructivist learning environments. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 215–239). Mahwah, NJ: Lawrence Erlbaum Associates.
kolodner, j. I., Owensby, J.N., & Guzdial, M. (2004). Cased-based learning aids. In D. H. Jonassen (Ed.), Handbook of research for education communications and technology, 2nd Edn. Mahwah, NJ: Lawrence Erlbaum Associates.
Latifi, Saeed, Nowrozi, Omid, Hatami, Javad, and Fardanesh, Hashem. (2018). The effect of reasoning training in the online peer feedback environment on the learning process and outcomes. Educational Sciences (Journal of Educational Sciences and Psychology), 6 (Year 26)(2), 71-88. SID. https://sid.ir/paper/186696/fa. [in Persian]
Mayer, R.E. (2001). Multimedia learning. London: Cambridge University Press.
Mayer, R.E. (2005). Principle based on social cues: Personalization, voice, and image principles. In R.E. Mayer (Ed.), The Cambridge handbook of multi-media learning (pp. 201-212). New York: Cambridge University Press.
Merrill, M. D. (1983). “Component Display Theory”, In C. M. Reigluth, Instructional Design Theeories and Models, New Jersey: Lawrence Erlbaum Asso Publishers.
Merrill, M. D. (2002). ”First Principle of Instruction, Educational Technology Research and Development 50 (3): 43-59
Merrill, M. D. (2007). “ A Task-centered Instructional Strategy”, Journal of Research on Technology in Education
Mohammadpour, A. (2012). The book of qualitative research method against the method of Tehran: Sociology. [in Persian]
Moreno, R., & Mayer, R.E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of educational Psychology, 92, 117-125
Moreno, R., & Mayer, R.E. (2004). Personalized messages that promote science learning in virtual environments. Journal of Educational Psychology, 96, 165-173.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2003). Designing effective instruction (4th ed.). New York: Jossey-Bass/Wiley.
Nelson, L.M. (1999). Collaborative problem solving. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp.241–267). Mahwah, NJ: Lawrence Erlbaum Associates.
Nowrozi, Dariush, and Seyyed Abbas Razavi (2014). Fundamentals of Educational Design, Tehran: Somit Publications. [in Persian]
Palincsar, A. S., & Brown, A. L., (1984). Reciprocal teaching of comprehension fostering and monitoring activities. Cognition and Instruction, 1 (2), 117-175.
Perkins, D.H., & Unger, C. (1999). Teaching and learning for understanding. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructionsl theory (vol. II) (pp. 91–114). Mahwah, NJ:Lawrence Erlbaum Associates.
Reigeluth, C.M. (1999). Instructional design theories and models: A new paradigm of instructional theory (Vol. II). Mahwah, NJ: Lawrence Erlbaum Associates.
Reigeluth, C.M. (1999). The elaboration theory: guidance for scope and sequence decisions. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 425–453). Mahwah, NJ: Lawrence Erlbaum Associates.
Reigluth, Charles M., and Leshin, Cynthiabie, and Julian Pollack. (2012). Educational design strategies and techniques (translated by Dr. Hashim Fardanesh); Tehran: Side
Ritchie, Ritasi, James D. Klein, Monica W. Tarsi (2011), Basic knowledge of educational design (translated by Hossein Zanganeh and Elaha Velayati), Tehran: Avai Noor Publishing House
Salehi, Vahid, Ghanbari, Behzad. (2019). Comparison of the effect of Merrill and Ganieh educational design models on cognitive load, learning and educational efficiency. Education Technology, 14(4), 813-820. doi: 10.22061/jte.2019.4827.2123. [in Persian]
Savery, J., & Duffy, T. (1995). Problem based learning: an instructional model and its constructivist framework. In B.G. Wilson (Ed.), Designing constructivist learning environments (pp. 135–148). Englewood Cliffs: Educational Technology Publications.
Schank, R.C., Berman, T.R. & Macperson, K.A. (1999). Learning by doing. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 161–181). Mahwah, NJ: Lawrence Erlbaum Associates.
Shank, R. C., Fano, A., Bell, B., & Jona, M. (1993/1994). The design of goal-based scenarios. Journal of the learning sciences, 3 (4), 305-346.
Tennyson, R.D., & Cocchierella, M.J. (1986). An empirically based instructional design theory for teaching concepts. Review of Educational Research, 56, 40–72.
Tennyson, R.D., & Park, O. (1980). The teaching of concepts: A review of instructional design literature.Review of Educational Research, 50, 55–70.
Tennyson, R.D., Schott, F., Seels, N.,& Dijkstra, S. (Eds). (1997). Instructional design: International Perspectives (Vol. 1). . Mahwah, NJ: Lawrence Erlbaum Associates.
Van Merriënboer, J.J.G. (1997). Training complex cognitive skills. Englewood Cliffs: Educational Technology Publications.

  • تاریخ دریافت 23 مرداد 1403
  • تاریخ بازنگری 28 مرداد 1403
  • تاریخ پذیرش 15 شهریور 1403
  • تاریخ انتشار 16 شهریور 1403