استخراج شبکه مضامین مولفه های تفکر رایانشی به روش تحلیل مضمون برای معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه تکنولوژی آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

2 دانشجوی دکتری، گروه تکنولوژی آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

3 استاد، گروه تکنولوژی آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

4 استاد، گروه رایانه، دانشکده آمار، ریاضی و رایانه، دانشگاه علامه طباطبائی، تهران، ایران

5 استاد، گروه سنجش و اندازه‌گیری، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

چکیده

هدف: تفکر رایانشی یک موضوع بین رشته‌ای است و نقش مهمی در پرورش مهارت‌ حل مسئله به صورت الگوریتمی در یادگیرندگان دارد اما هنوز درک جامعی از آن در زمینه‌های آموزشی وجود ندارد. هدف این پژوهش، استخراج شبکه مضامین مولفه‌های تفکر رایانشی است تا با افزایش دانش معلمان از ماهیت تفکر رایانشی، زمینه توسعه حرفه‌ای آنان را فراهم سازد.
روش پژوهش: این پژوهش از نظر هدف، بنیادی-کاربردی و از لحاظ روش پژوهش کیفی است.جامعه پژوهش شامل مقالات منتشرشده در بازه زمانی 2006 تا 2025 بود که با استفاده از کلمات کلیدی در پایگاه‌های اطلاعاتی اسکوپوس، ساینس دایرکت، اسپرینگر، اریک،کتابخانه دیجیتالی انجمن ماشین‌های حسابگر و گوگل اسکالر جستجو شد و 831 مقاله به دست آمد. پس از غربالگری و اعمال معیارهای ورود و خروج، 216 مقاله به عنوان نمونه انتخاب شدند و 19 تعریف از آن‌ها استخراج شد. برای تجزیه و تحلیل تعاریف از روش تحلیل مضمون با رویکرد شبکه مضامین آتراید-استرلینگ استفاده شد. روایی مدل با نظر خبرگان و پایایی با روش هولستی محاسبه شد که ضریب پایایی 85/0 به دست آمد.
یافته‌ها: یافته‌ها منجر به استخراج شبکه مضامین مؤلفه‌های تفکر رایانشی شد که شامل 65 مضمون پایه، 8 مضمون سازمان‌دهنده، 4 مضمون فراگیر و یک ابر مضمون بود و با نرم‌افزار مکس کیودا 2020 ترسیم شد.
نتیجه‌گیری: نتایج نشان داد کاربرد مضامین مولفه‌های تفکر رایانشی در زمینه‌های آموزشی، مستلزم توسعه حرفه‌ای معلمان در قالب کارگاه‌های آموزشی است که با همکاری متخصصان علوم کامپیوتر و تکنولوژی آموزشی میسر می‌باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Extracting Thematic Networks of Computational Thinking Components Using Thematic Analysis for Teachers

نویسندگان [English]

  • Dariush Noroozi 1
  • Faeze Rezaei 2
  • Esmaeil Zaraii Zavaraki 3
  • Hassan Rashidi 4
  • Ali Delavar 5
1 Associate Professor, Department of Education, Faculty of Education and Psychology, Allame Tabatabaei University, Tehran, Iran
2 PhD Candidate, Department of Education, Faculty of Education and Psychology, Allame Tabatabaei University, Tehran, Iran
3 Professor, Department of Educational Technology, Faculty of Education and Psychology, Allame Tabatabaei University, Tehran, Iran
4 Professor, Department of Computer, Faculty of Statistics, Mathematics and Computer Science, Allameh Tabatabaei University, Tehran, Iran
5 Professor, Department of Measurement and Evaluation, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran
چکیده [English]

Objective: Computational thinking is an interdisciplinary subject and plays an important role in developing algorithmic problem-solving skills in learners, but there is still a lack of comprehensive understanding of it, especially in educational settings. The aim of this study is to extract the content network of computational thinking components to help increase teachers' knowledge and understanding of the nature of computational thinking and to provide a basis for their professional development.
Method: This research is fundamental-applied in terms of research objective and qualitative in terms of research method. The research community included articles published between 2006 and 2025, which were searched using keywords in the databases Scopus, Science Direct, Springer, ERIC, the Digital Library of the Association of Computing Machinery, and Google Scholar, and 831 articles were obtained. After screening and applying the inclusion and exclusion criteria, 216 articles were selected as a sample and 19 definitions were extracted from them. Thematic analysis method with the Atride-Stirling theme network approach was used to analyze the definitions. The validity of the model was calculated by experts' opinions and the reliability was calculated by the Holst method, and the reliability coefficient was 0.85.
Results: The findings led to the extraction of a thematic network of computational thinking components, which included 65 basic themes, 8 organizing themes, 4 global themes, and one super theme, and was drawn with MaxQDA 2020 software.
Conclusion: The results showed that the application of computational thinking components in educational contexts requires professional development of teachers in the form of educational workshops, which is possible with the cooperation of computer science and educational technology experts.

کلیدواژه‌ها [English]

  • computational thinking
  • teachers
  • thematic analysis
  • thematic network

مراجع

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  • تاریخ دریافت: 18 آذر 1403
  • تاریخ بازنگری: 01 مهر 1404
  • تاریخ پذیرش: 18 شهریور 1404
  • تاریخ اولین انتشار: 01 آذر 1404
  • تاریخ انتشار: 01 آذر 1404

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