Yaser Gravand; morteza omidian; Hamid Farhadi Rad; Seyed Abbas Razavi
Abstract
IntroductionDeep and meaningful learning of learners in educational environments is influenced by various factors, each of which can somehow affect the improvement of learners' learning. In this regard, considering the principles and views of constructivist theories, especially social constructivism, ...
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IntroductionDeep and meaningful learning of learners in educational environments is influenced by various factors, each of which can somehow affect the improvement of learners' learning. In this regard, considering the principles and views of constructivist theories, especially social constructivism, which has attracted the most attention among constructivist theories, it is necessary to have a social to the learning process and learning environments and organized learning environments in a way that allows learners to actively interact and participate. On the other hand, many factors have led to the socialization of learning in our schools, especially in theoretical subjects such as the experimental sciences. In this regard, the purpose of this study was to design a model of social constructivist learning environment in the experimental sciences. MethodQualitative research approach with use of grounded theory research method is utilised. The target group consisted of all prominent professors who have mastered the constructivist approach and teachers of experimental sciences selected from the best teaching models in the academic year 1397-98 in the country, who were selected using theoretical purposive sampling. Using semi-structured interviews, 13 interviews were conducted with professors and teachers in the field of social constructivism and theoretical saturation was obtained.ResultsData were analyzed by "coding" and "categorization" in three levels of open, axial and selective coding. Also, to determine the validity of the data, the "Triangulation". Overall, the findings confirmed the six dimensions of the grounded theory. The results showed that the "central phenomenon" of the research is "social constructivism as a model of socialization of learning". Also, the most important "causal conditions" included: active student participation, designing a student-centered learning environment, laying the groundwork for student-centered learning, continuity of teaching and experience, and interactive learning. in addition, "contextual conditions " include: Teacher professional development, removal of structural, administrative and physical barriers, and "intervening conditions" including mechanical and quantitative education systems, teacher quality, Learners quality and family quality. "Strategies" also included: social interaction in learning, emphasis on question and research, the art of motivating, Self-directing learners in learning, and the fit between content, place, and time of instruction. Finally, "outcomes" showed positive effects on learning and knowledge, increasing motivation and confidence in the learning environment, strengthening high-level abilities and skills, improving the quality of social life and changing learners' attitudes. DiscussionIn general, the model of education based on social constructivism is a systematic, indigenous and practical way to identify important elements in the socialization of learners' learning that should be considered by teachers, school principals and educational policy makers in general, because in this case we can consider Causal factors affecting the socialization of learning with regard to contextual and interventionist conditions by applying appropriate strategies paved the way for the formation of desirable educational outcomes for learners.
Mahin Mahdavieh; soheila hashemi; Habibollah Naderi; Ali Asghar Firozjayan
Abstract
Introduction The epistemological beliefs research is about how people know the phenomena of the universe, what theories and beliefs they have about to know, and how epistemological assumptions affect to cognitive processes of thinking and reasoning. In recent years, there has been growing interest ...
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Introduction The epistemological beliefs research is about how people know the phenomena of the universe, what theories and beliefs they have about to know, and how epistemological assumptions affect to cognitive processes of thinking and reasoning. In recent years, there has been growing interest in researching children's epistemological beliefs. As Feucht(2017) in his study provided evidence that the level of complexity cannot necessarily be associated with more advanced developmental stages of personal epistemology and the complexity of elementary school children's epistemic beliefs was underestimate in the field of personal epistemology; The purpose of this research is to investigate the epistemological beliefs of children. For this purpose, the questions were: 1) What beliefs do elementary students have in third grade, and 2) which conceptual model could be designed based on students' beliefs. Method The primary method used in this research is Grounded theory. By using a purposeful sampling method, 20 girl students of the third grade in elementary school with a mean age of 9 years old were select. Various techniques, including "draw, write, tell," an in-depth and semi-structured interview with students, were conducted. Then the data about their beliefs and experiences in the process of acquiring these beliefs were collected and analyzed. Results By coding, data categorized, and seven categories emerged. These categories are Individual Mental Scheme, Epistemic Susceptibility, Epistemic Climate, Doubt, Volition, Justification of knowledge, and Multi-dimensional beliefs. The results showed that participants in this research hold multi-dimensional beliefs, which include five dimensions named "Ownership: Authority or Reason, Innateness: Innate or Acquired, Exactness: Certain or Tentative, Simplicity: Simple or Complex, Pace: Quick or Gradual. Dimensions of Exactness, Simplicity, and Ownership have illustrated on nature of knowledge and dimensions of Innateness and Pace have indicated on nature of knowing. All these dimensions can appear in a continuum from naive to sophisticated. Discussion Based on the conceptual model developed in this research, the categories of individual mental schema, epistemic susceptibility and epistemic climate as "Fundamental Components" and categories of doubt, volition, and justification of knowledge in the form of "change mechanism" had contribution in the process of creating and developing epistemological beliefs of students in a way that can lead to formation the multi-dimensional epistemological beliefs. The results of this study will help educators to find new findings of student's beliefs about knowledge and knowing as well as its development process. They can lead to better educational planning by understanding the epistemological beliefs of students.
