چارچوب هم‌افزایی در آموزش های مکان پایه علوم اجتماعی

دویران, اسماعیل

doi:10.22034/ise.2024.16314.1095

نوع مقاله : مقاله پژوهشی

نویسنده

اسماعیل دویران

استادیار گروه آموزش جغرافیا، دانشگاه فرهنگیان، تهران، ایران.

https://doi.org/10.22034/ise.2024.16314.1095

چکیده

پیشینه و اهداف هم‌افزایی الگویی آموزشی برگرفته از رویکرد ساختن گرا است که بنیاد اصلی آن مبتنی بر برنامه‌ریزی گروهی و مشارکتی است. الگوی هم‌افزایی در آموزش دروس مکان محور به دلیل ساختار داده مکانی آن بیشترین کاربرد را دارد. بنیاد دروس مکان محوری مبتنی بر محتوای جغرافیایی است. روش‌ها‌: این پژوهش با روش تفسیری مبتنی بر گردآوری اطلاعات از منابع کتابخانه‌ای - اسنادی به بررسی روش هم‌افزایی آموزش دروس مکان محور رشته آموزش علوم اجتماعی دانشگاه فرهنگیان پرداخته است. یافته‌ها: یافته‌ها نشان می‌دهد الگوی هم‌افزایی با اهرم مشارکتی خود راهبر با تأکید بر کارگروهی دانشجو و تسهیل‌گری مدرس می‌تواند در یادسپاری و تصویرسازی ذهنی داده‌های مکانی به شیوه مؤثری عمل نماید. پیاده‌سازی مدل هم‌افزایی متناسب با مراحل خود به‌صورت گام‌به‌گام می‌باشد. بدین‌گونه که مدرس به‌عنوان تسهیل‌گر با توان هدایت گر، مشارکت‌محور، دانش گرا، اعتمادساز، انسجام‌بخش و هم‌افزا عمل می‌نماید. نتیجه‌گیری: هم‌افزایی با هدایت مدرس به شیوه خود راهبری گروهی با طی مراحل گروه‌بندی، تعریف، تسهیل‌گری، ایجاد هم‌افزایی، اعتباریابی، طبقه‌بندی، چرخش مفاهیم، اشتراک‌گذاری و ارزیابی، مطالب درسی مکان محور را آموخته و با تصویرسازی ذهنی، یادسپاری پایدار آن را کسب می‌کند.

کلیدواژه‌ها

عنوان مقاله [English]

Synergogy framework in place bace education of social science

نویسنده [English]

esmaeil daviran

Assistant Professor, Department of Geography Education, Farhangian University, Tehran, Iran.

چکیده [English]

Background and Objectives: Synergogy is an educational model derived from the constructivist approach, whose main foundation is based on group and collaborative planning. Synergogy model is the most used in teaching location-based courses because of its spatial data structure. The foundation of location-based courses is based on geographic content.
Methods: This research, with an interpretative method based on gathering information from library-documentary sources, has investigated the synergistic method of teaching place-based courses in the field of social science education of Farhangian University. Findings: The findings show that the synergistic model with the collaborative lever of the leader, with emphasis on the student's working group and the teacher's facilitation, can work effectively in memorizing and mentally visualizing spatial data. The implementation of the synergy model is step-by-step according to its steps.
In this way, the teacher acts as a facilitator with guiding, participation- oriented, knowledge-oriented, trust-building, cohesive and synergistic ability.Conclusion: In this inclusive method, by guiding the teacher in the self-directed way of a group, through the stages of grouping, definition, facilitation, synergization, validation, classification, rotation of concepts, sharing and evaluation, he learned the place-oriented course materials and by mental imagery, he memorized it permanently.

کلیدواژه‌ها [English]

Constructivist
Place- oriented education
Synergogy
Social sciences

مراجع

Alton Lee, A. (2012).Cooperative Learning in Physical education: A research based approach (Book review). Qualitative Research in Education, 1(2), 228-233.

Espinosa, A. A., Monterola, S. L. C., & Punzalan, A. E. (2013).Career-oriented performance tasks in chemistry: Effects on students’ critical thinking skills. Education Research International, 1–10. DOI:10.1155/2013/834584

Baghrian Far, M. (2016). Synergogy in education. Quarterly Journal of Management Studies on Police Training, 10(1). 1-16. (In Persion)

Behrangi, M., & Nasiri, R. (2017). The Effect of Teaching Science Using Education Management Model on Students' Self-Directed Learning 3th Grade Secondary Schools. Journal of New Approaches in Educational Administration, 7(28), 109-130. (In Persion)

Cristea,S. (2015). The fundaments of constructivist pedagogy. Journal of Procedia - Social and Behavioral Sciences, 180, 759 – 764.

Daviran, E(2023). Synergogy of education (combination of pedandrogogy) of location-based data in the geographic environment. The 3rd National Conference on Teaching Geography Content, Farhangian Alborz University: Tehran. (In Persion)

Daviran, E. (2023). Comparative assessment of temporal-spatial rhythm of planning theoretical and practical geography courses in university planning system. Research in Teaching, 11(2). (In Persion)

Daviran, E. (2023). The role of constructivist pedagogy in teaching the content of place-based courses (Case study: Geography students). Educational and Scholastic studies .Online. (In Persion)

Daviran,E(2023). Effective models for teaching courses based on location-based natural data. The 6th national conference and the first international conference on teacher training, Farhangian University: Mashhad. (In Persion)

Dev, M.V(2016). Constructivist Approach Enhances the Learning: A Search of Reality. Journal of Education and Practice, 7(25), 59- 62.

Dsilva, I. (2010). Active learning. Journal of education admimnestration and policy studies, 2(6), 77-82.

Ewens, W. (1986). BOOK REVIEWS. Contemporary Sociology, Vol.15, No. 2, pp.249-251

Fenster Meacher, Gary D., Soltis, J. (2004). Teaching approaches. Translated by Nasr, Ahmad Reza; Etemadizadeh, Hedayat Elah; Nili, Mohammad Reza and Sharifian, Fereydoun. Tehran: Mehrovista Publishing. (In Persion)

Fenstermacher, G. & J. Soltis (2004). Approaches to Teaching. New York: Teachers College Press.

Foster, D. D., & Whittington, M. S. (2017). Instructors’ Use of the Principles of Teaching and Learning during College Class Sessions.Journal of Agricultural Education, 58(4), 98-109.

Haller CR, Gallagher V J, Weldon T L, Felder RM. (2000). Dynamic of peer education in cooperative learning. J.Engr. Education, Vol.89, No.3, pp. 285- 293.

Hong,H.Y., Lin, P.Y and Lee, H.Y (2019). Developing effective knowledge-building environments through constructivist teaching beliefs and technology-integration knowledge: A survey of middle-school teachers in northern Taiwan. Journal of Learning and Individual Differences, 76, 1-9.

Janjai.S(2012).Improvement of the Ability of the Students in an Education Program to Design the Lesson Plans by Using an Instruction Model based on the Theories of Constructivism and Metacognition. Journal of Procedia Engineering, 32, 1163 – 1168.

Judson, G. & Egan, K. (2012). Elliot Eisner’s imagination and learning. Journal of Curriculum and Pedagogy. 9 (1), 38-41.

Lebow,D and Wage,W. (1994). Authentic Activity as a Model for Appropriate Learning Activity: Implications for Emerging Instructional Technologies. Canadian Journal of Educational Communication. 1-23.

Lebow,D. (1993). Constructivist values for instructional systems design: Five principles toward a new mindset. Journal of Educational Technology Research and Development ,41, 4–16.

Mirrahimi, M. S., Khebrizadeh, Z., & riahilaleh, F. (2023). Analyzing the factors affecting the implementation of new teaching models as sustainable learning. Interdisciplinary Studies in Education, 2(1), 73-92. (In Persion)

Mohamadzadeh, Z & Salehi, K. (2016). Explanation of the Phenomenon of Scientific Vitality and Dynamism in Scientific Centers from Perspective of Academic Elites: A Study According to "Phenomenology". Strategy, 25(2), 227-258. (In Persion)

Momeni, M. (2000). An introduction to the relationship between geography and social sciences. Humanities Quarterly. 10, 7-20. (In Persion)

Mousavi, S., & Sardari, B. (2019). The Effectiveness of Cooperative Learning Patterns on Self-Directed Learning (Self-Management, Desire for Learning and Self-Control) in Female Students. Journal of Instruction and Evaluation, 12(46), 65-84. (In Persion)

Neimeyer RA, Torres C. (2015). Constructivism and constructionism: Methodology.

Shakoui, H. (2000). New ideas in the philosophy of geography. Gitasani Publications, Tehran. (In Persion)

Sultan, S., & Hussain, I. (2012). Comparison between individual and collaborative learning: determining a strategy for promoting social skills and self-esteem among undergraduate students. J Educ Res, Vol.15, No.2, pp. 35-44.

Williamson, S. N. (2007). Development of a self-rating scale of self-directed learning. Nurs Researcher, Vol.14, No.2, pp.66-83.

Yamini, M. and Bagherinia, H. (2016). Studying the psychological features of the students' perception questionnaire from the constructivist learning environment in the university and comparing the preferred form and the existing one in the university. Quarterly Journal of Psychology and Educational Sciences, 3(3), 14-32. (In Persion)

Zia Tawana, M. (2003). Social geography is a manifestation of scientific interaction. Geographical Research Quarterly, 70, 17-33 (In Persion).

مطالعات بین رشته ای در آموزش

چارچوب هم‌افزایی در آموزش های مکان پایه علوم اجتماعی

مراجع

مراجع

Shakoui, H. (2000). New ideas in the philosophy of geography. Gitasani Publications, Tehran. (In Persion)

Zia Tawana, M. (2003). Social geography is a manifestation of scientific interaction. Geographical Research Quarterly, 70, 17-33 (In Persion).

دوره 3، شماره 2 - شماره پیاپی 7
آبان 1403
صفحه 17-38

چارچوب هم‌افزایی در آموزش های مکان پایه علوم اجتماعی

مراجع

مراجع

Shakoui, H. (2000). New ideas in the philosophy of geography. Gitasani Publications, Tehran. (In Persion)

Zia Tawana, M. (2003). Social geography is a manifestation of scientific interaction. Geographical Research Quarterly, 70, 17-33 (In Persion).

دوره 3، شماره 2 - شماره پیاپی 7آبان 1403صفحه 17-38

دوره 3، شماره 2 - شماره پیاپی 7
آبان 1403
صفحه 17-38