نوآوری‌های آموزشی

نوآوری‌های آموزشی

واکاوی ویژگی‌های دانش‌آموزان ساکت در یادگیری مشارکتی در محیط کلاس درس ـ رویکرد فراترکیب

نوع مقاله : مقاله پژوهشی

نویسندگان
1 استاد بخش مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز
2 دانشیار بخش مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز
3 دانشجوی دکتری برنامه ریزی درسی، بخش مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز
چکیده
هدف این پژوهش واکاوی ویژگی‌های دانش‌آموزان ساکت، در یادگیری مشارکتی در محیط کلاس درس، است. در این طرح پژوهش از روش فراترکیب کیفی با استفاده از روش هفت‌مرحله‌ای ساندلوسکی و باروسو استفاده شده است. ابتدا، با جست‌وجوی واژه‌های سکوت دانش‌آموزان و اصطلاحات مشابه در پایگاه‌های معتبر لاتین اسکوپوس، اشپرینگر، گوگل‌اسکالر و فارسی مگیران و نورمگز، 93 مقاله در بازۀ زمانی 1977 تا 2023م، با رویکرد مرور نظام‌مند، بررسی و، در نهایت، 32 مقالۀ مرتبط انتخاب شد. با تجزیه‌وتحلیل مجموع مطالعات نهایی‌شده، ابتدا 51 مقولۀ‌ سکوت دانش‌آموزان استخراج شدند؛ سپس، با شیوۀ فراچکیده‌نویسی و دسته‌بندی، ده مضمون پایه از ویژگی‌های دانش‌آموزان ساکت در دو مضمون سازمان‌دهندۀ ویژگی‌های منفی (مانند بی‌حوصلگی و پایین‌بودن آستانۀ تحمل در کلاس، نشان‌دادن استرس و اضطراب در هنگام پرسش‌های معلم، مقاومت در مقابل اصرار به مشارکت در فعالیت‌های کلاسی، پذیرش و تبعیت از نظرهای سایر دانش‌آموزان برای پرهیز از چالش) و ویژگی‌های مثبت (مانند عملکرد عالی در تکالیف و فعالیت‌های انفرادی، در مقایسه با تکالیف و فعالیت‌های گروهی، استفاده از روش‌های نگارشی و طراحی برای نشان‌دادن شیوۀ تفکر خود، به‌جای ارتباط کلامی، علاقه و مشارکت عالی در کلاس‌های برخط، در مقایسه با کلاس‌های حضوری) معرفی شدند. مدیران، معلمان و سایر کارکنان می‌توانند از این مطالعه برای شناسایی دانش‌آموزان ساکت استفاده کنند و به آن‌ها کمک کنند نقاط قوت و کاستی‌های خود را بشناسند و محیطی حمایتی برای آن‌ها فراهم کنند تا توانایی‌های ارتباطی خود را توسعه دهند. همچنین، انجام این پژوهش می‌تواند به توسعۀ دانش، مهارت و نگرش معلمان، دربارهٔ روش‌های تدریس، کاربرد مواد آموزشی و چگونگی ارتباط با دانش‌آموزان کمک کند و از این طریق، زمینۀ اصلاح در روش‌های تدریس و یادگیری را فراهم می‌آورند.
کلیدواژه‌ها

عنوان مقاله English

Exploring the characteristics of silent students in cooperative learning within the classroom environment: A meta-synthesis approach

نویسندگان English

Mehdi Mohammadi 1
Maryam Shafi'i Sarvestāni 2
Bāgher Āzar Peykān 3
1 (PhD), Full Professor, Department of Educational Administration and Planning, Faculty of Educational Sciences and Psychology, Shiraz University
2 (PhD), Associate Professor, Department of Educational administration and Planning, Faculty of Educational Sciences and Psychology, Shiraz University
3 , PhD Candidate in Curriculum Studies, Department of Educational Administration and Planning, Faculty of Educational Sciences and Psychology, Shiraz University
چکیده English

This study aimed to explore the traits of silent students during cooperative learning within the classroom setting, employing a qualitative meta-synthesis approach and the seven-step method of Sandelowski and Barroso. Initially, by searching the keywords “student silence” and related terms in the reputable international databases (Scopus, Springer, Google Scholar) as well as Persian databases (Magiran, Noormags), a total of 93 articles, published between 1977 and 2023 were systematically reviewed, from which 32 relevant articles were ultimately selected. Through their analysis, 51 categories of students' silence were initially identified. Using abstracting and thematic clustering, these categories were synthesized into 10 basic themes, grouped under two overarching themes: negative traits (e.g., boredom and low tolerance in class, displaying stress and anxiety when responding to teachers’ questions, reluctance to engage in classroom activities despite insistence, accepting and conforming to other students’ opinions to avoid conflict) and positive traits (e.g., high performance in individual tasks and activities compared to group tasks and activities, using writing and design techniques to demonstrate their thinking instead of verbal communication, and showing greater interest and participation in online classes compared to face-to-face classes).  School administrators and teachers can use these findings to identify silent students and assist them in recognizing their strengths and weaknesses, while creating a supportive environment that fosters the development of their communication skills. Moreover, the findings can contribute to enhancing teachers’ knowledge, skills, and attitudes regarding teaching methods, the use of instructional materials, and strategies for interacting with students.    

کلیدواژه‌ها English

Silence of Students
Teacher
Education System
Cooperative Learning
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  • تاریخ دریافت 07 فروردین 1403
  • تاریخ بازنگری 31 تیر 1403
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