طراحی الگوی شایستگی‌های آموزش مبتنی بر استدلال فضایی معلمان با استفاده از رویکرد فراترکیب

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه شیراز

2 گروه مدیریت و برنامه ریزی آموزشی دانشگاه شیراز

3 عضو هیات علمی دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز

چکیده

هدف پژوهش حاضر طراحی الگوی شایستگی­های حرفه­ای معلمان برای آموزش مبتنی‌بر استدلال فضایی بود. این پژوهش از نوع فراترکیب بوده که با استفاده از روش هفت ‌مرحله‌ای سندولوفسکی و باروسو انجام شده است. تیم فراترکیب شامل سه  متخصص در حوزه مطالعات برنامه درسی، یک متخصص در حوزه مدیریت آموزشی و یک کارشناس آگاه به علم اطلاعات و دانش­شناسی بود. پس‌از بررسی و در نظرگرفتن معیارهای شمول و خروج، 258 منبع، بررسی و درمجموع 19 مضمون پایه حاصل گردید. مضامین پایه، در سه مضمون سازمان‌دهنده دانش (شامل مضامین پایه‌ای مانند آگاهی از اصطلاحات مرتبط با استدلال فضایی، ابعاد و اجزاء، تاریخچه، گونه‌شناسی، فرایندها و متغیرهای اثرگذار، نظریه­های روان‌شناختی بنیادی و فرایندهای شناختی و...)، مهارت (شامل مضامین پایه‌ای مانند  مهارت­های بصری - فضایی، توانایی­های استدلال فضایی و...) و نگرش (شامل مضامین پایه‌ای مانند تمایل به استدلال فضایی انتقادی، عادت استدلال فضایی و...) قرار گرفتند و در نهایت کلیه مضامین تحت مضمون فراگیر شایستگی­های آموزش مبتنی‌بر استدلال فضایی قرار گرفتند و براساس آن شبکه مضامین شایستگی­های آموزش مبتنی‌بر استدلال فضایی ترسیم شد. براساس یافته‌های پژوهش، ضروری است معلمان برای آموزش و طراحی دروس مبتنی‌بر استدلال فضایی، دانش، مهارت و نگرش مبتنی‌بر استدلال فضایی را در خود پرورش دهند. دستاوردهای پژوهش حاضر می‌تواند به درک صحیح و توسعه نگرش مثبت مفاهیم استدلال فضایی کمک کند و معیاری جهت سنجش میزان صلاحیت و شایستگی معلمان در تدریس اثربخش و همچنین راهنمایی برای آنان در طراحی و اجرای دروس باشد.

کلیدواژه‌ها

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