چالش‌های یادگیری مهارت پرسشگری فلسفی بین دانشجویان و ارائة راهکارهایی برای آن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

2 کارشناس گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.

چکیده

هدف اصلی پژوهش حاضر، تحلیل چالش‌های یادگیری مهارت پرسشگری فلسفی و راهکارهایی برای آن بود. میدان پژوهش شامل دانشجومعلمان پردیس‌های دانشگاه فرهنگیان استان کردستان در سال تحصیلی 1401-1400 بود. برای دستیابی به این هدف، از روش تحلیل مضمون به شیوة براون و کلارک و ابزار مصاحبه‌ کیفی نیمه‌ساختاریافته و نمونه‌گیری در دسترس که 54 نفر از دانشجو‌معلمان استان کردستان بودند بهره برده شد. یافته‌های پژوهش در دو گام حاصل شد: گام نخست، ریشه‌یابی و علل عدم‌مهارت پرسشگری فلسفی از دید دانشجومعلمان بود که در قالب مضمون، مقوله و مفهوم دسته‌بندی شدند. نتایج نشان داد که عامل اصلی عدم‌پرسشگری فلسفی نخست خود دانشجومعلمان و پس‌از آن اساتید هستند و حوزه فضای مجازی با کمترین مضمون دارای تأثیر کمتری در عدم‌‍پرسشگری فلسفی دانشجومعلمان است. گام دوم، شامل ارائه راهکارهایی برای طرح پرسشگری فلسفی از نگره دانشجومعلمان بود که مفاهیم آن نیز مقوله‌بندی شد. یافته‌ها بیانگر این امر است که عوامل متعددی از قبیل دانشجومعلمان و اساتید، محیط آموزشی، اجتماعی و خانواده می‌توانند با هماهنگی هم در تقویت مهارت پرسشگری فلسفی دانشجومعلمان مؤثر واقع شوند. در این راستا پیشنهاد می‌شود برای تقویت روحیه پرسشگری فلسفی دانشجویان، نهادهای تربیتی و آموزشی تعامل سازنده و پویا با دانش‌آموزان داشته و روحیه پرسشگری و کنجکاوانه آن‌ها را سرکوب نکنند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Challenges in Learning the Skill of Philosophical Questioning Among Student Teachers and Proposed Solutions

نویسندگان [English]

  • Mazhar Babaei 1
  • Hedyeh Azagh 2
1
2
چکیده [English]

The primary aim of this study was to explore the challenges associated with acquiring the skill of philosophical questioning and to identify potential solutions. The research was conducted among student teachers at the campuses of Farhangian University in Kurdistan during the 2021–2022 academic year. A qualitative approach was adopted, utilizing semi-structured interviews and Braun and Clarke’s thematic analysis method. The sample consisted of 54 student teachers selected through convenience sampling. The study proceeded in two phases. In the first phase, the root causes of students’ lack of skill in philosophical questioning were examined. Thematic analysis resulted in ten overarching themes, twenty categories, and forty-eight concepts. The findings indicated that student-related factors were the most influential, followed by family influences, while the role of cyberspace was comparatively minimal. In the second phase, solutions were explored from the perspectives of both students and educators, leading to the identification of ninety concepts, grouped into nineteen categories and ten themes. The findings suggest that various elements—including students themselves, instructors, the educational and social environment, and family context—play significant roles in fostering the skill of philosophical questioning. It is recommended that educational institutions cultivate an environment that actively supports curiosity and questioning, avoiding practices that suppress students’ critical engagement.

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دوره 16، شماره 1 - شماره پیاپی 86
اردیبهشت 1403
صفحه 262-237
  • تاریخ دریافت: 26 اسفند 1402
  • تاریخ بازنگری: 29 خرداد 1403
  • تاریخ پذیرش: 11 تیر 1403
  • تاریخ اولین انتشار: 20 شهریور 1403
  • تاریخ انتشار: 01 مهر 1403