تاثیر آموزش برنامه‌درسی کار و فناوری مبتنی بر تفکر طراحی بر شایستگی هیجانی_ اجتماعی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه تهران

2 استاد/ دانشگاه تهران

10.22099/jcr.2024.7408

چکیده

پژوهش حاضر با هدف تعیین تأثیر آموزش برنامه‌درسی کاروفناوری با تاکید بر رویکرد تفکر طراحی بر شایستگی‌های هیجانی_ اجتماعی دانش‌آموزان دختر انجام شد. این پژوهش نیمه آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه پژوهش دانش‌آموزان دختر دوره متوسطه اول شهرستان بهارستان در سال تحصیلی 1400-1399 بودند. از میان اعضای جامعه 40 نفر به شیوه در دسترس انتخاب و به‌صورت تصادفی در دو گروه مساوی آزمایش و کنترل قرار گرفتند. گروه آزمایش به مدت 12 جلسه 45 دقیقه‌ای تحت آموزش کار و فناوری مبتنی بر تفکر طراحی قرار گرفت و گروه کنترل آموزشی ندید. داده‌ها با پرسشنامه شایستگی هیجانی_اجتماعی جمع‌آوری و با روش آزمون تحلیل واریانس چندگانه ترکیبی در نرم‌افزار Spss23 تحلیل شدند. یافته‌ها نشان دادند که میانگین نمرات شایستگی‌های هیجانی_اجتماعی در گروه آزمایش در مقایسه با گروه کنترل، در مرحله پس‌آزمون افزایش معناداری داشته است. با توجه به یافته‌های به‌دست‌آمده از اجرای برنامة آموزشی برنامه درسی کار و فناوری مبتنی بر تفکر طراحی و افزایش معنادار نمرات شایستگی هیجانی اجتماعی دانش‌آموزان در مرحله پس‌آزمون می‌توان گفت که برنامه مذکور اثربخش بوده است. به عبارت دیگر آموزش برنامه درسی کار و فناوری مبتنی بر تفکر طراحی باعث افزایش خرده مؤلفه‌های شایستگی هیجانی_ اجتماعی (خودآگاهی، تصمیم‌گیری مسئولانه، روابط بین فردی، آگاهی اجتماعی و خود مدیریتی) در دانش‌آموزان دختر شد (05/0p<). در نهایت با استفاده از رویکرد تفکر طراحی فرد می‌تواند از قابلیت‌های فردی و شرایط محیطی خود استفاده مؤثری کند و به خوبی می‌تواند این قابلیت‌ها و توانایی‌ها را توسعه دهد.

کلیدواژه‌ها

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