دلالت‌های تربیتی رویکرد روان‌شناختی سازنده‌گرایی در طراحی محیط‌های یادگیری فن‌آورانه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه علوم تربیتی، دانشگاه پیام نور تهران

2 دانشیار گروه علوم تربیتی، دانشگاه محقق اردبیلی

3 دانشجوی دکترای فلسفه تعلیم و تربیت، دانشگاه پیام نور تهران

10.22098/jsp.2018.735

چکیده

این پژوهش با هدف مطالعه دلالت‌های تربیتی رویکرد روان‌شناختی سازنده­گرایی در طراحی محیط یادگیری الکترونیکی و هوشمند انجام گردید. روش پژوهش از نوع روش تحقیق آمیخته بود و جامعه آماری پژوهش در دو بخش کمی و کیفی مورد بررسی قرار گرفت که در بخش کیفی متخصصان و فعالان حوزه آموزش الکترونیکی و هوشمندسازی مدارس بوده و در بخش کمی نیز فعالان و کارشناسان و معلمان این حوزه در سطح شهر تهران بودند. روش نمونه­گیری در بخش کیفی هدفمند و در بخش کمی به شیوه اتفاقی بود. حجم نمونه کیفی در مرحله اشباع نظری 16 نفر و نمونه کمی 193 نفر بود. داده­های مرحله کیفی با روش مصاحبه و در مرحله کمی با پرسش­نامه حاصل از مصاحبه مرحله کیفی بود. پایایی پرسش­نامه استخراجی برابر 886/0 بوده روش تحلیل مرحله‌ی کمی تحلیل عاملی  اکتشافی بوده و عامل­های شناسایی شده شامل هدف، محتوا، روش تدریس، ارزشیابی، مواد و منابع یادگیری، فعالیت­های یادگیری، زمان، مکان و گروه­بندی به میزان 29/61 درصد دلالت­های تربیتی رویکرد سازنده­گرایی را در طراحی محیط یادگیری الکترونیکی و هوشمند تبیین می­نماید. به محققان پیشنهاد می­شود در طراحی محیط­های یادگیری الکترونیکی و هوشمند  از رویکرد روان‌شناختی سازنده­گرایی بهره ببرند.

کلیدواژه‌ها


عنوان مقاله [English]

Educational implications of the constructivist psychological approach in designing technological learning environments

نویسندگان [English]

  • M Farajollahi 1
  • M.R Sarmadi 1
  • M Moeinikia 2
  • H Adamiyat 3
1 Associate professor of Department of Educational Sciences, Payame Noor University of Tehran
2 Associate professor of Department of Educational Sciences, University of Mohaghegh Ardabili
3 Ph.D. student of Philosophy of Education, Payame Noor University of Tehran
چکیده [English]

This mixed methods research was conducted to study the educational implications of the constructivist psychological approach in designing the electronic and smart learning environments. The population of the study was studied in two quantitative and qualitative phases. In the qualitative phase, the sample included the experts of the field of e-learning. In quantitative phase, it included the experts and teachers of this field in Tehran. The sampling method was purposive in the qualitative phase and random in the quantitative section. The sample size was 16 in the qualitative section, and it was 193 in the quantitative section. The qualitative data included interview and questionnaire was used in quantitative phase The reliability of the extracted questionnaire was 0.886. The quantitative analysis was an exploratory factor analysis which identified the factors including goal, content, teaching method, evaluation, materials and learning resources, learning activities, time, location and grouping of 61.29 percent of educational implications explain the constructivist approach in designing an e-learning and smart environment. It is suggested that researchers use the constructivist psychological approach in designing e-learning and smart environments.

کلیدواژه‌ها [English]

  • Constructivism
  • e-learning
  • smart
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Educational implications of the constructivist psychological approach in designing technological learning environments

 M. Farajollahi [1] , M.R. Sarmadi[2] , M. Moeinikia [3]& H. Adamiyat [4]
                                                                                        
Abstract
This mixed methods research was conducted to study the educational implications of the constructivist psychological approach in designing the electronic and smart learning environments. The population of the study was studied in two quantitative and qualitative phases. In the qualitative phase, the sample included the experts of the field of e-learning. In quantitative phase, it included the experts and teachers of this field in Tehran. The sampling method was purposive in the qualitative phase and random in the quantitative section. The sample size was 16 in the qualitative section, and it was 193 in the quantitative section. The qualitative data included interview and questionnaire was used in quantitative phase The reliability of the extracted questionnaire was 0.886. The quantitative analysis was an exploratory factor analysis which identified the factors including goal, content, teaching method, evaluation, materials and learning resources, learning activities, time, location and grouping of 61.29 percent of educational implications explain the constructivist approach in designing an e-learning and smart environment. It is suggested that researchers use the constructivist psychological approach in designing e-learning and smart environments.
Keywords:Constructivism, E-learning, Smart
 
 
[1] Associate professor of Department of Educational Sciences, Payame Noor University of Tehran
2 Associate professor  of Department of Educational Sciences, Payame Noor University of Tehran
[3] Associate professor  of Department of Educational Sciences, University of Mohaghegh Ardabili
[4] Corresponding author: Ph.D. student of Philosophy of Education, Payame Noor University of Tehran (hossein_a1362@yahoo.com)