علوم تربیتی

هرمنوتیک آموزش مجازی فیزیک: پژوهشی پساپدیدارشناختی درباره تجارب دانش‌آموزان با شبیه‌سازی‌ها و آزمایشگاه‌های مجازی

10.22055/edus.2025.48104.3663
دوره 33، شماره 1
فروردین 1405
صفحه 51-70
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

نازیلا نیازی 1
سعید ضرغامی همراه 2
رمضان برخورداری 3
یحیی قائدی 2

1 دانشجوی دکتری فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روان‌شناسی دانشگاه خوارزمی، تهران، ایران.

2 دانشیار، دانشکده علوم تربیتی و روان‌شناسی دانشگاه خوارزمی، تهران، ایران.

3 دانشیار، دانشکده علوم تربیتی و روان‌شناسی دانشگاه خوارزمی، تهران، ایران

چکیده
هدف از پژوهش حاضر شناسایی و توصیف تجربیات یادگیری دانش‌آموزان دبیرستانی در کلاس فیزیک با استفاده از ابزارهای آزمایشگاهی دیجیتال در راستای درک بهتر پدیده‌های طبیعی است. بدین منظور رویکرد کیفی پساپدیدارشناسی مبتنی بر روابط هرمنوتیکی Ihde برگزیده شد. برای دریافت تجربه شرکت کنندگان از مصاحبه نیمه ساختاریافته استفاده و با کدگذاری باز، محوری و گزینشی، موضوعات اساسی مشترک از بین داده‌های حاصل از مصاحبه استخراج و تحت عناوین کلی 1- امکان‌های فضای دیجیتال در آموزش فیزیک و 2- ویژگی‌های حضور و انجام بدنمند آزمایش دسته‌بندی شدند. سپس تحلیل داده‌ها با توجه به نظریه شناخت زمینه، بدنمند و موقعیت‌مند در رابطه هرمنوتیکی کاربر با ابزار دیجیتال به انجام رسید. یافته‌های پژوهش حاضر نشان می‌دهد با وجود وجوه افزایشی ابزارهای دیجیتال، پیش نیاز درک صحیح و عمیق مفاهیم فیزیک، ادراک بدنمند از پدیده‌های طبیعی و اشیاء است؛ لذا در تدریس فیزیک، توجه به تجربه زیسته و مواجهه انضمامی با جهان در کنار استفاده از فناوری‌های دیجیتال و در نظر داشتن تأثیر آن بر عناصر نظریه شناخت پیشنهاد می‌شود.

کلیدواژه‌ها

آموزش فیزیک
تجربه یادگیری
پساپدیدارشناسی
فناوری‌های دیجیتال
هرمنوتیک

عنوان مقاله English

The Hermeneutics of Virtual Physics Education: A Postphenomenological Inquiry into Students' Experiences with Simulations and Virtual Labs

نویسندگان English

Nazila Niazi 1
Saeid Zarghami-Hamrah 2
Ramazan Barkhordari 3
Yahya Ghaedi 2
1 Ph.D. Student, Department of Philosophy of Education, Kharazmi University, Tehran, Iran.
2 Associate Prof., Department of Philosophy of Education, Kharazmi University, Tehran, Iran.
3 Associate Prof., Department of Philosophy of Education, Kharazmi University, Thran, Iran
چکیده English

Virtual Virtual education has expanded rapidly since COVID-19, yet concerns remain about deep conceptual learning in physics, where embodied engagement with physical phenomena is essential. Drawing on postphenomenology and Ihde’s hermeneutic relations, this qualitative study explored high school students’ experiences of virtual physics education through digital technology mediation. Twenty-five Grade 10 and 11 students with at least one year of virtual physics experience participated in semi-structured online interviews. Thematic analysis, supported by member checking, expert review, and collaborative validation, revealed two dimensions of digital technologies’ affordances: technology use, including expanded laboratory opportunities, accessibility, repeatability, reduced experimental errors, and learner agency; and digital content representation, including attractiveness, focused attention, visualization of abstract concepts, and detailed scientific processes. However, participants identified three irreplaceable characteristics of real laboratories: simultaneity with authentic classroom events, direct physical engagement with natural phenomena, and greater realism and credibility of observations. Thus, while digital technologies enrich physics instruction, meaningful conceptual understanding remains dependent on embodied, situated experiences. Effective physics education should integrate digital technologies with face-to-face experimentation to preserve embodied cognition while benefiting from digital affordances

کلیدواژه‌ها English

  • Physics Education
  • Learning Experience
  • Postphenomenology
  • Digital Technology
  • Hermeneutic
Ansarizadeh, F., Keramati, M. R., fazllolahi, S., & Gillies, R. M. (2025). The Process and Solutions of Implementing Cooperative Learning Approach in Elementary Schools: A Meta-Synthesis Study. Journal of Educational Sciences, 32(1), 25-46. https://doi.org/10.22055/edus.2024.44854.3511 [Persian]
Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2017). The effect of problem based learning (PBL) instruction on students’ motivation and problem solving skills of physics. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 857–871. https://doi.org/10.12973/eurasia.2017.00647a ⁠ 
Asgari, M., liaghatdar, M., Esfijani, A. & heshmatifar, L. (2025). Identification and Validation of Teaching Techniques to Enhance Sense of Presence in Online Learning. Journal of Educational Sciences, 32(2), 53-80. https://doi.org/10.22055/edus.2025.45116.3644 [Persian]
Awuor, F., & Okono, E. (2022) ICT Integration in Learning of Physics in Secondary Schools in Kenya: Systematic Literature Review. Open Journal of Social Sciences, 10, 421-461. https://doi.org/10.4236/jss.2022.109027
Barsalou, L. W. (2008). Grounded cognition. Annu. Rev. Psychol., 59(1), 617-645. https://doi.org/10.1146/annurev.psych. 59.103006.093639.
Bernhard, J. (2018). What matters for students’ learning in the laboratory? Do not neglect the role of experimental equipment! Instr Sci 46, 819–846. https://doi.org/10.1007/s11251-018-9469-x
Black, J. B. (2010). An embodied/grounded cognition perspective on educational technology. New Science of Learning: Cognition, Computers and Collaboration in Education, 45-52. https://doi.org/10.1007/978-1-4419-5716-0_3
Carman, T. (2012). Merleau-Ponty on body, flesh, and visibility. In S. Crowell (Ed.), The Cambridge Companion to Existentialism (pp. 274–288). chapter, Cambridge: Cambridge University Press. https://doi.org/10.1017/CCOL9780521513340.014
Chan, M. S., & Black, J. B. (2006). Direct-manipulation animation: Incorporating the haptic channel in the learning process to support middle school students in science learning and mental model acquisition. ICLS 2006 - International Conference of the Learning Sciences, Proceedings, 1, 64-70. https://doi.dx.org/10.22318/icls2006.64
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage Publications, Inc. https://doi.org/10.4135/9781452230153
Mulhall, P., & Daniel, S. (2019). Changing attitudes to learning physics through participation in the Victorian Young Physicists’ Tournament. In Deakin STEM Education Conference 2016 Proceedings
Delavar, M., Ahmadi, F., & Hamidi, F. (2024). Investigating the Effectiveness of Virtual Physics Education with a Cognitive Approach on Academic Achievement and Students' Learning Strategies. The Journal of Educational Innovations (JEI), 23(2), 33-55. https://doi.org/10.22034/jei.2024.379037.2536  [Persian]
Ebrahimi_Dabagh, M., Mirshojaan Hosseini, S. A., & Habibi, A. (2023). Multimedia design and its effect on the academic progress of eleventh-grade experimental physics students at Hazrat Qaem School in Fariman. Education in Basic Science, 9(31), 61-68. ISSN: 2588-4824 https://share.sid.ir/paper/1147306/en?media=1 [Persian]
Ebrahimi, S. (2022). The Role of Teachers' Digital Competencies, Use Intention of Online Teaching, and Students' Online Learning Difficulties in Predicting online Teaching Behavior. Journal of Educational Sciences, 29(2), 105-126.‎ https://doi.org/10.22055/edus.2022.40050.3335 [Persian]
Familoni, B. T., & Onyebuchi, N. C. (2024). Augmented and virtual reality in us education: a review: analyzing the impact, effectiveness, and future prospects of ar/vr tools in enhancing learning experiences. International Journal of Applied Research in Social Sciences, 6(4), 642-663. https://doi.org/10.51594/ijarss.v6i4.1043
Farahmand, A. (2021). The impact of using physics experiment simulation software on students’ learning and performance. Research in Experimental Science Education, 1(1), 15-21. https://dor.isc.ac/dor/20.1001.1.27834387.1400.1.1.3.6 [Persian]
Glenberg, A. M. (2010). Embodiment as a unifying perspective for psychology. Wiley Interdiscip. Rev. Cogn. Sci. 1, 586–596. https://doi.org/10.1002/wcs.55
Haqiqi, K. T., Hariyono, E., & Lestari, N. A. (2021). The effectiveness of online based physics learning in the covid-19 pandemic period on the material of work and energy. PENDIPA Journal of Science Education, 5(3), 451-458. https://doi.org/10.33369/pendipa.5.3.451-458
Ihde, D. (1990). Technology and the Lifeworld: From Garden to Earth. Indiana University Press. http://www.jstor.org/stable/jj.33903449
Johnson_Glenberg, M. C., Bartolomea, H., & Kalina, E. (2021). Platform is not destiny: Embodied learning effects comparing 2D desktop to 3D virtual reality STEM experiences. Journal of Computer Assisted Learning, 37(5), 1263-1284. https://doi.org/10.1111/jcal.12567
Khodadadi_Azadboni, F., & Kamali, J. (2024). The Effect of Education based on Modeling with COMSOL Simulation Software on Correcting Misunderstandings and Misconceptions of Electricity Physics Concepts. Technology of Education Journal (TEJ), 1-26. https://doi.org/10.22061/tej.2024.10084.2982 [Persian]
Kiran, A. H., & Verbeek, P. P. (2010). Trusting ourselves to technology. Knowledge, Technology & Policy, 23(3-4), 409-427. https://doi.org/10.1007/s12130-010-9123-7
Kumas, A., & Kan, S. (2021). Assessment and Evaluation Applications and Practices of Science and Physics Teachers in Online Education during COVID-19. International Journal of Education and Literacy Studies, 9(4), 163-173. http://doi.org/10.7575/aiac.ijels.v.9n.4p.163
Lincoln Y. S., Guba E. G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage. https://doi.org/10.1016/0147-1767(85)90062-8
Macrine, S. L., & Fugate, J. M. B. (2020). Embodied cognition. Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.885
Marisda, D. H., & Maruf, M. (2021, March). Situation analysis of mathematical physics learning with online learning during the COVID-19 pandemic. In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012034). IOP Publishing. https://doi.org/10.1088/1742-6596/1806/1/012034
Merleau_Ponty, M. (2024). Phenomenology of perception (M. Olya, Trans.). Tehran: Nashre Ney. (Original work published 1962). Isbn: 9786220605867 https://www.iranketab.ir/book/139375-phenomenology-of-perception  [Persian]
Mozaffaripour, R. (2021). Postphenomenological research method; Pragmatic phenomenology. Methodology of Social Sciences and Humanities, 27(108), 19-32.  https://doi.org/10.30471/mssh.2021.7391.2162. [Persian]
Namvari, E., Jalilian, B., Fonoun, F., & Rezaei, S. (2018). Teaching Physics and Laboratory Using the Flipped Classroom Method. Progress in Science Education, 4(12), 13-20. https://sid.ir/paper/269527/fa [Persian]
Nathan, M. J. (2021). Foundations of Embodied Learning: A Paradigm for Education (1st ed.). Routledge. https://doi.org/10.4324/9780429329098.
Noori, B., & Ebrahimi, M. (2021). Challenges of physics education and academic decline during the COVID-19 pandemic. https://civilica.com/doc/1700917 [Persian]
Nurliani, R., Sinaga, P., & Rusdiana, D. (2021, March). Problems of online learning and the use of information and communication technology (ICT) in physics learning at Sumedang, West Java. In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012043). IOP Publishing. https://doi.org/10.1088/1742-6596/1806/1/012043
Pezzulo, G., Barsalou, L. W., Cangelosi, A., Fischer, M. H., McRae, K., & Spivey, M. J. (2013). Computational grounded cognition: a new alliance between grounded cognition and computational modeling. Frontiers in psychology, 3, 612. https://doi.org/10.3389/fpsyg.2012.00612
Pourjamshidi, M., & Zangeneh, H. (2022). The study of Students Satisfaction with a Flipped Learning Approach (FTA) During COVID-19 from Pedagogical flexibility (Media, Method & Evaluation). Journal of Educational Sciences, 29(1), 203-220. https://doi.org/10.22055/edus.2022.38558.3295 [Persian]
Roehl, T. (2012). From witnessing to recording – Material objects and the epistemic configuration of science classes. Pedagogy, Culture & Society, 20(1), 49–70. https://doi.org/10.1080/14681366.2012.649415
Rosenberger, R., & Verbeek, P. P. (2015). Postphenomenological investigations: essays on human-technology relations. Lexington Books. Ebook isbn: 978-0-7391-9437-9 https://www.are.na/block/16403484
Tan, D. Y., & Chen, J. M. (2021). Bringing physical physics classroom online–challenges of online teaching in the new normal. The Physics Teacher, 59(6), 410–413. https://doi.org/10.1119/5.0028641 ⁠
Tiwari, C. K., Bhaskar, P., & Pal, A. (2023). Prospects of augmented reality and virtual reality for online education: a scientometric view. International Journal of Educational Management, 37(5), 1042-1066. https://doi.org/10.1108/IJEM-10-2022-0407
Verbeek, P. P. (2005). What things do: Philosophical reflections on technology, agency, and design. Penn State Press. https://doi.org/10.5325/j.ctv14gp4w7.1
Margetts, Kay & Woolfolk Hoy, Anita & P. Ed Australia. (2018). Educational Psychology eBook / Kay Margetts, Anita Woolfolk Hoy. Port Melbourne: Pearson Education Australia https://nla.gov.au/nla.cat-vn7864684
Zare_Sheikhkolaio, F., Javadipour, M., & Keramati, M. (2023). Reviewing Digital Competence of Teachers in the Post-Corona Era. Educational Sciences, 30(2), 161-188.‎ https://doi.org/10.22055/edus.2023.42871.3428 [Persian]
Zarghami_Hamrah, S. (2017). Analysis and evaluation of the nature of virtual communication between teachers and learners in the new generation of e-learning: a case study of mocks. The Journal of Foundations of Education. 7(2), 25-36. https://doi.org/10.22067/fedu.v7i2.66937 [Persian]
Zohar, R., Bagno, E., Eylon, B. S., & Abrahamson, D. (2017). Motor skills, creativity, and cognition in learning physics concepts. In 1st annual meeting of Movement: Brain, Body, Cognition, July (9-11). https://edrl.berkeley.edu/wp-content/uploads/2019/06/ZoharBagnoEylonAbrahamson.2017.Movement.pdf
 

صفحه اصلی

راهنمای نویسندگان

ارسال مقاله

داوران

تماس با ما