دوفصلنامه مطالعات برنامه درسی آموزش عالی

دوفصلنامه مطالعات برنامه درسی آموزش عالی

طراحی و اعتبار‌یابی الگوی محیط یادگیری مبتنی بر سازنده‌گرایی برای دانشجویان رشته مامایی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی ، دانشگاه علامه طباطبایی، تهران، ایران
2 دانشیار، گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی ،دانشگاه علامه طباطبائی، تهران، ایران
3 استاد ممتاز، گروه سنجش و اندازه‌گیری، دانشکده روانشناسی و علوم تربیتی ،دانشگاه علامه طباطبائی، تهران، ایران.
4 دانشیار، گروه تکنولوزی آموزشی، دانشکده روانشناسی و علوم تربیتی ،دانشگاه علامه طباطبایی، تهران، ایران
10.22034/hecs.2024.454606.1924
چکیده
پژوهش حاضر از نظر هدف، کاربردی و از نظر روش، به‌صورت آمیخته با طرح اکتشافی متوالی انجام شده است. در بخش کیفی، برای استخراج مولفه‌های طراحی محیط یادگیری مبتنی بر سازنده‌گرایی و تدوین الگو، از روش تحلیل محتوای کیفی با رویکرد استقرایی بهره گرفته شد. میدان پژوهش شامل ١٧ جلد کتاب، ٢٣ پایان‌نامه و رساله، ٨٦ مقاله و ۵ سند مرتبط با آموزش مامایی، آموزش پزشکی، آموزش پرستاری، آموزش بهداشت، نظریه سازنده‌گرایی، محیط‌های یادگیری سازنده‌گرا و یادگیری در محیط واقعی بود. همچنین، برای بررسی جامع این منابع از روش مرور نظام‌مند استفاده شد. در بخش کمّی، جامعه آماری شامل ۵۰ نفر از متخصصین حوزه‌های تکنولوژی آموزشی، آموزش مامایی، آموزش پزشکی، آموزش پرستاری و آموزش بهداشت بود. اعتبارسنجی الگوی طراحی‌شده با استفاده از روش پیمایشی و پرسشنامه محقق‌ساخته‌ای با ۱۵ سوال بر مبنای مقیاس لیکرت انجام گرفت. روایی محتوایی پرسشنامه از طریق دو شاخص نسبت روایی محتوا (CVR) و شاخص روایی محتوا (CVI) تایید شد. برای سنجش پایایی پرسشنامه نیز از آزمون آلفای کرونباخ استفاده شد و اعتبار نتایج با آزمون تی تک‌ نمونه‌ای ارزیابی گردید. نتایج تحلیل محتوای کیفی، به شناسایی ۸ مقوله اصلی و ۱۲ زیرمقوله برای طراحی الگوی محیط یادگیری مبتنی بر سازنده‌گرایی منجر شد. این مولفه‌ها و زیرمولفه‌ها پس از استخراج، در قالب یک الگوی مفهومی و روندی ارائه گردیدند. نتایج اعتبارسنجی نشان داد که الگوی آموزشی ارائه‌شده از نظر متخصصان دارای اعتبار و اثربخشی لازم برای آموزش دانشجویان رشته مامایی است.
کلیدواژه‌ها
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