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کاربست همزمان راهبردهای کلاس معکوس و بحث گروهی در ارتقای کیفیت یادگیری درس تاریخ معماری جهان: یک طرح تحقیق روش‌های آمیختۀ مداخله‌ای

https://doi.org/10.22034/bagh.2024.472786.5646
دوره 21، شماره 140
بهمن 1403
صفحه 17-32
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نوع مقاله : مقالۀ پژوهشی

نویسندگان

وحید مجیدی 1
فاطمه مهدیزاده سراج 2
کیوان صالحی 3
سمیه صدیقی خویدک 4

1 کارشناس‌ارشد معماری، گروه معماری، دانشکدۀ معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران، ایران.

2 استاد، گروه معماری، دانشکدۀ معماری و شهرسازی دانشگاه علم و صنعت ایران، تهران، ایران.

3 دانشیار، گروه روش‌ها و برنامه‌ریزی آموزشی و درسی، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه تهران، ایران.

4 استادیار، گروه معماری، دانشکدۀ مهندسی، تکنولوژی و معماری، دانشگاه هارتفورد، کنتیکت، آمریکا.

چکیده
بیان مسئله: تاریخ معماری جهان مشحون از واژگان کم‌‌کاربرد و ناآشنا از بافت‌‌ها و بناهای تاریخی است. گستردگی اطلاعات و پیچیدگی مفاهیم بناهای تاریخی؛ و همچنین روش‌‌های تدریس سنتی مبتنی‌بر سخنرانی صِرف، قابلیت تحلیل و سازماندهی حیطۀ شناختی و فراشناختی دانشجویان نسبت به هنر و معماری تمدن‌‌های باستانی را در کلاس درس تاریخ معماری جهان با صعوبت و دشواری مواجه ساخته است.
هدف پژوهش: این پژوهش در نظر دارد به تبیین تأثیر بحث گروهی بر بستر کلاس معکوس در ارتقای کیفیت یادگیری درس تاریخ معماری جهان بپردازد. 
روش پژوهش: این پژوهش با روش‌های آمیختۀ مداخله‌ای انجام شده است؛ که در مرحلۀ کیفی با استفاده از روش نظریۀ برخاسته از داده‌های ساخت‌‌گرایانه کتی چارمز؛ و در بخش کمّی از روش آزمایشی استفاده شد. استخراج و تحلیل داده‌های کیفی برآمده از یادداشت‌‌های گروه آزمایش، مشاهدۀ رفتار و همچنین انجام مصاحبه با تعدادی از ایشان با استفاده از شیوۀ کدگذاری اولیه و متمرکز انجام شد. سپس در بخش کمّی با استفاده از طرح شبه‌آزمایشی، میزان و کیفیت یادگیری گروه آزمایش و گروه گواه مورد مقایسه قرار گرفت. جامعۀ آماری این پژوهش 43 نفر از دانشجویان رشتۀ معماری دانشگاه تربیت دبیر شهیدرجایی است که به‌‌صورت در دسترس  و در دو کلاس با شرایط نسبتاً برابر، یکی به‌‌عنوان گروه آزمایشی شامل 22 نفر و دیگری به‌‌عنوان گروه گواه شامل 21 نفر به‌‌صورت گروه‌‌های دست‌نخورده قرار گرفتند. ابزار جمع‌‌آوری داده‌‌های کمّی، آزمون محقق ساخته است که روایی محتوایی آن از طریق روش ارجاع به خبرگان و همسانی درونی آن با ضریب آلفای کرونباخ  82/0 تأیید شد. همچنین تحلیل داده‌‌های کمی نیز با آزمون  Uز Mann-Whitney و با استفاده از نرم افزار SPSS-22 تحلیل شد.
نتیجه‌گیری: یافته‌‌های این پژوهش در بخش کیفی منتج به طبقه‌‌بندی هفت مقوله متمرکز است. در ارتباط با صعوبت یادگیری واژگان ناآشنا و کم‌‌کاربرد، مقوله‌‌های ساخت‌‌شناختی و ساخت دانش مشارکتی؛ در ارتباط با امکان‌‌ناپذیری بازدید از آثار تاریخی برون‌‌مرزی، مقوله‌‌های بصری‌‌سازی و بیان گرافیکی محتوای متنی، در ارتباط با گستردگی اطلاعات و پیچیدگی مفاهیم، مقوله‌‌های عاملیت در یادگیری محتوای آموزشی، پیوندیابی و شبکه‌‌سازی میان محتوای هر فصل، ارتقای مهارت ارتباط مؤثر، و تاب‌‌آوری در یادگیری مفاهیم انتزاعی صورت‌‌بندی شدند؛ یافته های بخش کمّی نشان داد که کاربست همزمان راهبردهای کلاس معکوس و بحث گروهی بر ارتقای کیفیت یادگیری دانشجویان در درس تاریخ معماری جهان اثرمعنادارآماری دارد (p<0.01). بنابراین اندازۀ اثر محاسبه‌شده، برابر با 399/0 است که نشان‌دهندۀ تأثیر 40 درصدی این روش تدریس بر بهبود کیفیت یادگیری دانشجویان است. این نتایج بر اهمیت روش‌های نوین تدریس در ارتقای کیفیت یادگیری دانشجویان تأکید دارند؛ و به نظر می رسد پژوهش‌های بیشتر در این زمینه، می‌تواند ادراک عمیق‌تری از تأثیرات آن‌ها را محقق سازد.

کلیدواژه‌ها

کلاس معکوس
بحث گروهی
یادگیری عمیق
تاریخ معماری جهان
طرح تحقیق روش‌های آمیختۀ مداخله‌ای

عنوان مقاله English

The Simultaneous Application of Flipped Classroom and Group Discussion to Improve the Quality of Learning the History of World Architecture Course: An Intervention Mixed Methods Design

نویسندگان English

Vahid Majidi 1
Fatemeh Mehdizadeh Saradj 2
Keyvan Salehi 3
Somaye Seddighikhavidak 4
1 M.A. in Architecture, Department of Architecture, School of Architecture and Environmental Design, Iran University of Science and Technology, Tehran, Iran.
2 2. Professor, Department of Architecture, School of Architecture and Environmental Design, Iran. University of Science and Technology, Tehran, Iran.
3 Associate Professor, Department of Methods, Educational Planning, and Curriculum, Faculty of Psychology and Education, University of Tehran, Iran.
4 Assistant Professor, Department of Architecture, College of Engineering, Technology, and Architecture, University of Hartford, Connecticut, USA.
چکیده English

Problem statement: the history of world architecture is full of little-used and unfamiliar words related to historic structures and buildings. The breadth of information and the complexity of the concepts of historical monuments, as well as the traditional lecture-based teaching methods, have made it difficult for students to analyze and organize the cognitive and metacognitive fields of the art and architecture of ancient civilizations in the history of world architecture classroom.
Research objective: The present research aimed to explain group discussion in a flipped classroom can improve the quality of learning in the History of World Architecture Course.
Research method: This research was conducted using an intervention mixed methods, in which the constructivist grounded theory introduced by Kathy Charmaz was used in the qualitative part and the experimental method was used in the quantitative part. Qualitative data collected from the notes of the experimental group members, behavior observation, and interview with some of them were analyzed using the initial and focused coding method. Then, in the quantitative part, the amount and quality of learning in the experimental and control groups were compared using a quasi-experimental design. The subjects of the present research consisted of 43 students studying architecture at Shahid Rajaee Teacher Training University, who were placed in two classes with relatively equal conditions using the convenience sampling method, one as the experimental group including 22 people and the other as the control group including 21 people, forming two intact groups. The instrument used for collecting quantitative data was the researcher-made test, the content validity of which was confirmed using expert judgment, and its internal consistency was confirmed with Cronbach’s alpha coefficient of 0.82. Quantitative data was also analyzed using the Mann-Whitney U test and SPSS-22 software.
Conclusion: The findings of this research led to seven focused categories in the qualitative part. The categories of cognitive construction and collaborative knowledge construction for the difficulty of learning unfamiliar and underused words, the categories of visualization and graphic expression of textual content for the impossibility of visiting historical monuments abroad, and the categories of agency in learning educational content, linkages and networking between the contents of each chapter, promotion of effective communication skills, and resilience in learning abstract concepts for the breadth of information and the complexity of concepts were formulated. The findings of the quantitative section indicated that the simultaneous application of flipped classroom strategies and group discussion had a statistically significant effect on improving the quality of students’ learning in the history of world architecture course (p<0.01). Therefore, the calculated effect size is 0.399, which indicates a 40% effect of this teaching method on improving the quality of students’ learning. These results emphasize the importance of modern teaching methods in improving the quality of students’ learning, and further research in this field may provide a deeper understanding of their  effects.

کلیدواژه‌ها English

  • Deep learning
  • Flipped classroom
  • Group discussion
  • History of world architecture
  • Intervention mixed methods design
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