مؤلفه‌های برنامه درسی بر اساس نظریه شناخت موقعیتی با روش سنتز پژوهی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران

2 دانشیار گروه‌ مدیریت آموزشی دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران

3 دانشیار گروه علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد تهران جنوب، تهران ، ایران

چکیده

پیشینه و اهداف: پژوهش حاضر، با هدف دستیابی به مؤلفه‌های برنامه درسی بر اساس نظریه شناخت موقعیتی، به‌عنوان یکی از متأخرترین نظریه‌های حوزه یادگیری که یادگیری را موقعیتی و وابسته به زمینه می‌داند؛ انجام پذیرفته است. در این مقاله، مؤلفه‌های اصلی برنامه درسی (4 عنصر هدف، راهبردهای یاددهی یادگیری، تجارب یادگیری و ارزشیابی) بر اساس این نظریه به‌دست‌آمده است. روش‌ها‌: روش پژوهش، کیفی و از نوع سنتزپژوهی است. کتب و پژوهش‌های علمی فارسی و انگلیسی نمایه‌شده و مرتبط از سال 1993 با استفاده از ترکیب کلیدواژه‌های فارسی و انگلیسی نظریه شناخت موقعیتی و هریک از عناصر برنامه درسی جست‌وجو، بررسی و مطالعه شد. از جست‌وجوی اولیه، 120 مقاله به دست آمد و با انجام مراحل شش‌گانه گاف، غربالگری سطح 1 و 2 انجام پذیرفت و 40 پژوهش، انتخاب شد. برای تجزیه‌وتحلیل داده‌ها از چارچوب الو و کینگاس استفاده و با تعیین واحدهای معنایی کدگذاری صورت گرفت و بر اساس تقسیم‌بندی فاسیونه، 170 کد به دست آمد. یافته‌ها: با استفاده از روش سنتزپژوهی تعداد 170 کد در 42 طبقه/ مقوله، سازمان‌دهی گردید و مؤلفه‌های هدف، راهبردهای یاددهی - یادگیری، تجارب یادگیری و ارزشیابی به دست آمد. بر اساس مؤلفه‌های به‌دست‌آمده، 10 درون‌مایه‌ حاصل و مدل طراحی گردید. نتیجه‌گیری: یافته‌های این پژوهش، چارچوب برنامه درسی منعطفی را با تأکید بر ویژگی‌های فرهنگی و ملاحظات محیطی جهت آموزش ارائه می‌دهد. این چارچوب فرصتی برای فعالیت اجتماعی فراهم می‌کند که عواملی چون زمینه، ذهن، بدن و تعاملات در آن دخیل هستند.

کلیدواژه‌ها

عنوان مقاله [English]

Curriculum Components based on Situated Cognition Theory by Synthesis Method

نویسندگان [English]

  • Aghdas Baghestani 1
  • Amine Ahmadi 2
  • Mohammad Nourian 3
1 . Ph.D Student in Curriculum Planning, Psychology and Educational Sciences College, Islamic Azad University, South Tehran Branch, Tehran, Iran.
2 Associate Professor, Department of Educational Management, Islamic Azad University, South Tehran Branch, Tehran, Iran
3 Associate Professor, Department of Educational Sciences, Psychology and Educational Sciences College, Islamic Azad University, South Tehran Branch, Tehran, Iran
چکیده [English]

Background and Objectives: The present study was conducted to derive curriculum components based on the situated cognition theory, which is one of the latest learning theories considering learning as a situated and context-dependent phenomenon. This article extracted the four main elements of the curriculum (objectives, teaching and learning strategies, learning experiences, and evaluation) based on this theory. Methods: This research employed a qualitative approach and a research synthesis method. Persian and English indexed scientific texts and studies related to the situated cognition theory and each curriculum element since 1993 were searched and reviewed using a combination of Persian and English keywords. Out of 120 initially identified articles, a six-step Gaff screening process was applied at two levels, resulting in the selection of 40 studies. Data analysis was conducted using the Elo and Kyngas framework, and coding was performed by determining meaning units based on Facione’s classification.Findings: Using the research synthesis method, 170 codes were organized into 42 categories/subcategories, leading to the identification of components related to objectives, teaching-learning strategies, learning experiences, and evaluation. Based on these components, 10 main themes were derived, and a model was designed. Conclusion: The findings of this study provide a flexible curriculum framework that emphasizes cultural characteristics and environmental considerations in education. This framework creates an opportunity for social activity that involves factors such as mind, body, interactions, and authentic situations.
Findings By using the research synthesis method, 170 codes in 42 classes/categories were organized and goal components, teaching-learning strategies, learning experiences and evaluation were obtained. Based on the obtained components, 10 elements were obtained and the model was designed.
Conclusion: The findings provide a flexible curriculum framework with an emphasis on cultural characteristics and environmental considerations for education. This framework provides an opportunity for social activity that involves factors such as mind, body, interactions, and authentic situation.

کلیدواژه‌ها [English]

  • Curriculum
  • Conceptual Model
  • Learning
  • Situated Cognition
  • Synthesis Method

مراجع

Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), Theory and practice of online learning (2nd ed., pp. 45–75). AU Press.
Barab, S., Zuiker, S., Warren, S., Hickey, D., Ingram-Goble, A., Kwon, E. J., & Herring, S. C. (2007). Situationally embodied curriculum: Relating formalisms and contexts. Science Education, 91(5), 750–782. https://doi.org/10.1002/sce.20217
Beer, R. D. (2014). Dynamical systems and embedded cognition. In K. Frankish & W. M. Ramsey (Eds.), The Cambridge handbook of artificial intelligence (pp. 128–148). Cambridge University Press.
Billett, S. (1995). Workplace learning: Its potential and limitations. Education + Training, 37(5), 20–27. https://doi.org/10.1108/00400919510088918
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X018001032
Chalmers, I., Hedges, L. V., & Cooper, H. (2002). A brief history of research synthesis. Evaluation & the Health Professions, 25(1), 12–37. https://doi.org/10.1177/0163278702025001003
Choi, J. I., & Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43(2), 53–69. https://doi.org/10.1007/BF02300472
Clark, A., & Chalmers, D. (1998). The extended mind. Analysis, 58(1), 7–19. https://doi.org/10.1093/analys/58.1.7
Cooper, A. (2015). Nature and the outdoor learning environment: The forgotten resource in early childhood education. International Journal of Early Childhood Environmental Education, 3(1), 85–97.
Cooper, H., Hedges, L. V., & Valentine, J. C. (Eds.). (2019). The handbook of research synthesis and meta-analysis. Russell Sage Foundation.
Costillas, J. (2015). Boosting problem solving skills through situated-cognition teaching: An analysis based on Polya's framework. Journal of Educational and Human Resource Development, 3, 104–121.
Durning, S. J., & Artino, A. R. (2011). Situativity theory: A perspective on how participants and the environment can interact: AMEE Guide no. 52. Medical Teacher, 33(3), 188–199. https://doi.org/10.3109/0142159X.2011.550965
Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3-4), 391–450. https://doi.org/10.1080/10508406.1999.9672075
Efland, A. (2002). Art and cognition: Integrating the visual arts in the curriculum. Teachers College Press.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Fischer, K. W., & Bidell, T. R. (2006). Dynamic development of action and thought. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (6th ed., Vol. 1, pp. 313–399). John Wiley & Sons.
Ghonoodi, A., & Salimi, L. (2011). The study of curriculum in smart schools. Procedia - Social and Behavioral Sciences, 28, 68–71. https://doi.org/10.1016/j.sbspro.2011.11.014
Goldman, A. I. (2006). Simulating minds: The philosophy, psychology, and neuroscience of mindreading. Oxford University Press.
Gomez, K., & Lee, U. S. (2015). Situated cognition and learning environments: Implications for teachers on-and offline in the new digital media age. Interactive Learning Environments, 23(5), 634–652. https://doi.org/10.1080/10494820.2015.1095193
Gough, D., Thomas, J., & Oliver, S. (2017). An introduction to systematic reviews. Sage Publications.
Guerra-Ramos, M. T., Ryder, J., & Leach, J. (2010). Ideas about the nature of science in pedagogically relevant contexts: Insights from a situated perspective of primary teachers' knowledge. Science Education, 94(2), 282–307. https://doi.org/10.1002/sce.20365
Gunderman, R. B. (2007). Achieving excellence in medical education. Springer.
Harley, C. W. (2004). Norepinephrine and dopamine as learning signals. Neural Plasticity, 11(3-4), 191–204. https://doi.org/10.1155/NP.2004.191
Hedegaard, M. (1998). Situated learning and cognition: Theoretical learning and cognition. Mind, Culture, and Activity, 5(2), 114–126. https://doi.org/10.1207/s15327884mca0502_3
Hedegaard, M. (2009). Children's development from a cultural–historical approach: Children's activity in everyday local settings as foundation for their development. Mind, Culture, and Activity, 16(1), 64–82. https://doi.org/10.1080/10749030802477374
Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for classroom learning. Studies in Science Education, 21(1), 1–41. https://doi.org/10.1080/03057269308560019
Hickey, D., & Harris, T. (2021). Reimagining online grading, assessment, and testing using situated cognition. Distance Education, 42(2), 290–309. https://doi.org/10.1080/01587919.2021.1911627
Hovorka, A. J., & Wolf, P. A. (2009). Activating the classroom: Geographical fieldwork as pedagogical practice. Journal of Geography in Higher Education, 33(1), 89–102. https://doi.org/10.1080/03098260802276398
Hutchins, E. (1995). Cognition in the wild. MIT Press.
Jackson, A., & Strimel, G. (2018). Toward a matrix of situated design cognition. CTETE Research Monograph Series, 1(1), 49–65.
Jia-yu, Q. I. (2017). An empirical study of the influence of multimedia on primary school English teaching based on situated cognition theory—A case study of Nanyuan Central Primary School. US-China Foreign Language, 15(1), 16–22.
Jones, J. N. (2011). Narratives of student engagement in an alternative learning context. Journal of Education for Students Placed at Risk, 16(3), 219–236. https://doi.org/10.1080/10824669.2011.585968
Kang, N. H., Orgill, M., & Crippen, K. J. (2008). Understanding teachers' conceptions of classroom inquiry with a teaching scenario survey instrument. Journal of Science Teacher Education, 19(4), 337–354. https://doi.org/10.1007/s10972-008-9097-4
Khine, M. S., & Saleh, I. M. (Eds.). (2010). New science of learning: Cognition, computers and collaboration in education. Springer.
Korthagen, F. A. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106. https://doi.org/10.1016/j.tate.2009.05.001
Krasny, M. E., Tidball, K. G., & Sriskandarajah, N. (2009). Education and resilience: Social and situated learning among university and secondary students. Ecology and Society, 14(2), 38.
Lave, J., & Wenger, E. (2008). Situated learning: Legitimate peripheral participation. Cambridge University Press.
McLellan, H. (1993). Evaluation in a situated learning environment. Educational Technology, 33(3), 39–45.
Merry, S., Skingsley, D., Mitchell, P., & Orsmond, P. (2015). Biology students' perceptions of learning from video exemplars of practical techniques: Some lessons for teaching strategies. Innovative Practice in Higher Education, 2(2), 1–31.
Moore, B. J. (1998). Situated cognition versus traditional cognitive theories of learning. Education, 119(1), 161–166.
Nahar, N., Kabir Talukder, H., Hossain Khan, T., Mohammad, S., & Nargis, T. (2010). Students perception of educational environment of medical colleges in Bangladesh. Bangabandhu Sheikh Mujib Medical University Journal, 3(2), 97–102. https://doi.org/10.3329/bsmmuj.v3i2.7054
Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge University Press.
Onda, E. L. (2012). Situated cognition: Its relationship to simulation in nursing education. Clinical Simulation in Nursing, 8(7), e273–e280. https://doi.org/10.1016/j.ecns.2011.01.004
Pacherie, E. (2015). Volition. In M. Matthen (Ed.), The Oxford handbook of philosophy of perception (pp. 852–870). Oxford University Press.
Qin, H., & Pan, Y. (2017). Innovation of mathematics teaching in higher vocational colleges based on situated cognition theory. International Conference on Frontiers in Educational Technologies and Management Sciences, 288–291.
Robbins, P., & Aydede, M. (Eds.). (2008). The Cambridge handbook of situated cognition. Cambridge University Press.
Scardamalia, M., & Bereiter, C. (2006). Knowledge building. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 97–115). Cambridge University Press.
Schutt, M. (2007). The effects of instructor immediacy in online learning environments [Doctoral dissertation, University of San Diego and San Diego State University].
Svenja, V., David, K., Eckhard, K., & Sonja, B. (2012). TALIS teaching practices and pedagogical innovations: Evidence from TALIS. OECD Publishing.
Sweeney, A. E., & Paradis, J. A. (2004). Developing a laboratory model for the professional preparation of future science teachers: A situated cognition perspective. Research in Science Education, 34(2), 195–219. https://doi.org/10.1023/B:RISE.0000034584.73934.9e
Tennyson, R. D., & Rasch, M. (1988). Linking cognitive learning theory to instructional prescriptions. Instructional Science, 17(4), 369–385. https://doi.org/10.1007/BF00056219
Turgut, U., Colak, A., & Salar, R. (2017). How is the learning environment in physics lesson with using 7e model teaching activities. European Journal of Education Studies, 3(6), 20–42.
Van Beek, J. A., De Jong, F. P. C. M., Minnaert, A. E. M. G., & Wubbels, T. (2014). Teacher practice in secondary vocational education: Between teacher-regulated activities of student learning and student self-regulation. Teaching and Teacher Education, 40, 1–9. https://doi.org/10.1016/j.tate.2014.01.005
Wijnia, L., Loyens, S. M., & Derous, E. (2011). Investigating effects of problem-based versus lecture-based learning environments on student motivation. Contemporary Educational Psychology, 36(2), 101–113. https://doi.org/10.1016/j.cedpsych.2010.11.003
Woolley, N. N., & Jarvis, Y. (2007). Situated cognition and cognitive apprenticeship: A model for teaching and learning clinical skills in a technologically rich and authentic learning environment. Nurse Education Today, 27(1), 73–79. https://doi.org/10.1016/j.nedt.2006.02.010
Yang, Y. F. (2011). Engaging students in an online situated language learning environment. Computer Assisted Language Learning, 24(2), 181–198. https://doi.org/10.1080/09588221.2010.538700
Yeoman, P., & Wilson, S. (2019). Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity. British Journal of Educational Technology, 50(5), 2090–2108. https://doi.org/10.1111/bjet.12856
Young, M. F. (1995). Assessment of situated learning using computer environments. Journal of Science Education and Technology, 4(1), 89–96. https://doi.org/10.1007/BF02211586
Persian References
Adli, F. (2015). Improving the teacher professional competence with a pedagogical content knowledge. The Journal of Theory and Practice in Teachers Education, 1(1), 79–87. [In Persian]
Firouzfer, A., & Aali Shirmard, A. (2017). A study on situational learning. Journal of Psychological Studies and Educational Sciences, 2(2), 65–72. [In Persian]
Ghasempour, E. (2020). Components of situated cognition theory-based teacher education [Doctoral dissertation, Tehran University]. [In Persian]
Ghasempour Khoshroodi, E., Dehghani, M., Talkhabi, M., Dorani, K., & Salehi, K. (2019). Analyzing situated cognition theory and its relation to teacher education. The Journal of New Thoughts on Education, 15(1), 161–186. [In Persian]
Ghasempour, E., Talkhabi, M., Dehghani, M., & Salehi, K. (2020). Explaining the components of situated cognition theory-based teacher education. Advances in Cognitive Science, 21(4), 58–73. [In Persian]
Ghorbani, M., Zare, Z. G., Haghani, F., & Purfarzad, Z. (2016). Situational leadership in clinical education of nursing students. Journal of Nursing Education, 5(4), 8–19. [In Persian]
Hatami, J. (2013). About cognition science. Amirkabir Publications. [In Persian]
Kharrazi, S. K., & Talkhabi, M. (2011). Foundations of cognitive education. SAMT Publications. [In Persian]
Kordnoghabi, R., & Pashasharifi, H. (2005). Developing life skills curriculum for students in secondary education. Educational Innovations, 4(12), 11–34. [In Persian]
Mahmoodi, F., Fathiazar, E., & Kohestani, B. (2020). Virtual reality based curriculum in science education. Theory & Practice in Curriculum Journal, 8(16), 41–118. [In Persian]
Mousavi, S. (2023). Investigating the relationship between the dimensions of hidden curriculum, cultivating national identity and student's patriotism in Isfahan. The Journal of Theory and Practice in Teachers Education, 8(14), 121–140. [In Persian]
Naeimi, H. F., Zare, H., Hormozi, M., Shaghaghi, F., & Kaveh, M. (2011). Designing and implementing a situated learning program and determining its impact on the students' school motivation and academic achievement. Curriculum Research, 1(2), 177–199. [In Persian]
Naseri, N. (2020). A look at two novel approaches in biology education: Constructivism and the application of creativity. Research in Biology Education, 2(3), 65–74. [In Persian]
Nazari, K., & Salehi, P. (2018). The role of hidden curriculum in religiosity from the viewpoint of elementary teachers of Masjed Soleiman province. The Journal of Theory and Practice in Teachers Education, 4(6), 86–120. [In Persian]
Nourian, M. (2017). Analysis of Iran's elementary school curriculum. Gooyesh Nu Publications. [In Persian]
Nozohouri, R. (2018). Design and accreditation of brain-based curriculum model in pre-school [Doctoral dissertation, Tabriz University]. [In Persian]
Safaei Movahed, S., & Mohebbat, H. (2012). Philosophical hermeneutics and curriculum. Quarterly Journal of Educational Innovations, 11(1), 113–136. [In Persian]
Shahvali, A., Pasha, R., Bakhtiarpour, S., Makvandi, B., & Heidari, A. (2018). The effect of teaching method based on constructionism approach on student's creativity. Quarterly Journal of Child Mental Health, 5(2), 185–194. [In Persian]
Shank, D. H. (2017). Learning theories, educational perspective (A. Rezaei, Trans.). Aydin Publishing. [In Persian]
Shurt, E. C. (2008). Methodology of curriculum studies (M. Mehrmohammadi, Trans.). SAMT Publications. [In Persian]
Soleiman, S., Ahmadi, A., & Ahqar, Q. (2019). Designing and validation of education model based on cognitive constructivism for sixth class elementary students. Educational and Scholastic Studies, 7(2), 63–84. [In Persian]
Soleimani, T., & Hatami, S. S. H. (2016). Application of learning theories in teachers' curriculum (case study of elementary teachers). Paper presented at the 3rd Global Conference on Management, Economics, Accounting and Humanities at the Beginning of Third Millennium, Shiraz. [In Persian]
Talkhabi, M. (2019). Cognition and education (Cognitive principles of education). SAMT Publications. [In Persian]
Talkhabi, M., & Zibakalam, F. (2012). Cognitive education from classical cognitivism to knowledge construction. Journal of Applied Psychological Research, 3(2), 101–119. [In Persian]
YarMohammadian, M. H. (2017). Basics and principles of curriculum planning. Yadvare Ketab Publications. [In Persian]
Zadshir, M., Assareh, A., Gholam Azad, S., & Imamjomeh, M. (2023). Components trait of cognition-based mathematics curriculum: A research synthesis study. Journal of Curriculum Studies, 18(68), 79–110. [In Persian]
نظریه و عمل در تربیت معلمان
دوره 11، شماره 19
اردیبهشت 1404
صفحه 1-27

فایل ها

هم رسانی

ارجاع به این مقاله

آمار