بررسی تجربه زیسته دانش‌آموزان و معلمان دوره ابتدایی در مواجهه با تکالیف نوآورانه و غیرسنتی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

2 گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان، صندوق پستی ۸۸۹-۱۴۶۶۵، تهران، ایران

3 کارشناسی امور تربیتی، دانشگاه فرهنگیان، اراک، ایران

10.22034/lbcij.2026.70198.1333

چکیده

هدف: پژوهش حاضر با هدف بررسی تجربه زیسته معلمان و دانش‌آموزان دوره ابتدایی در مواجهه با تکالیف نوآورانه و غیرسنتی انجام شده است.
روش پژوهش: به همین منظور از روش پژوهش کیفی و از نوع پدیدارشناسی استفاده شد. مشارکت‌کنندگان با ملاک بیشترین اطلاعات درباره پدیده مورد نظر، از طریق نمونه‌گیری غیرتصادفی گلوله‌برفی از میان جامعه آماری شامل معلمان و دانش‌آموزان ابتدایی شهر اراک در سال تحصیلی ۱۴۰۳–۱۴۰۴ انتخاب شدند. داده‌ها از طریق مصاحبه نیمه‌سازمان‌یافته گردآوری و با روش تحلیل مضمون بررسی شدند. اعتبار ابزار با نظر متخصصان و پایایی داده‌ها با توافق میان کدگذاران تأیید شد. اشباع نظری پس از انجام ۱۴ مصاحبه با معلمان و ۱۷ مصاحبه با دانش‌آموزان حاصل شد.
یافته‌ها: یافته‌ها نشان دادند که تکالیف نوآورانه موجب ارتقاء خلاقیت، انگیزش، یادگیری معنادار، تفکر انتقادی، و مهارت‌های اجتماعی دانش‌آموزان شده‌اند. همچنین، نقش معلمان از انتقال‌دهنده دانش به تسهیل‌گر یادگیری تغییر یافته و فرصت‌های برابر برای یادگیری فراهم شده است. با وجود مزایای فراوان، چالش‌هایی نظیر کمبود زمان، مقاومت والدین، نابرابری در منابع و دشواری ارزشیابی نیز گزارش شد.
نتیجه‌گیری: مدل مفهومی پژوهش حاکی از آن بود که تکالیف نوآورانه بستری برای انتقال طراحی‌های آموزشی معلمان به تجربه‌های یادگیری دانش‌آموزان فراهم می‌کنند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Exploring the Lived Experiences of Elementary School Students and Teachers in Encountering Innovative and Non-Traditional

نویسندگان [English]

  • Katayoon Hamidizadeh 1
  • Majid Nowruzi 2
  • Haniyeh Omranifar 3
1 Department of Educational Sciences, Farhangian University, Tehran, Iran
2 Department of English Language Teaching, Farhangian University, P.O. Box 889-14665, Tehran, Iran
3 BSc of Educational Affairs, Farhangian University, Arak, Iran
چکیده [English]

Objective: This study aims to explore the lived experiences of elementary school teachers and students in encountering innovative and non-traditional assignments.
Method: A qualitative research approach using phenomenology was employed. Participants were selected through non-random snowball sampling based on their rich knowledge of the phenomenon, drawn from the population of elementary teachers and students in Arak during the 2024–2025 academic year. Data were collected via semi-structured interviews and analyzed using thematic analysis. Instrument validity was confirmed by expert review, and data reliability was ensured through coder agreement. Theoretical saturation was achieved after conducting 14 interviews with teachers and 17 with students.
Results: The results indicated that innovative assignments enhanced students’ creativity, motivation, meaningful learning, critical thinking, and social skills. Moreover, the role of teachers shifted from knowledge transmitters to learning facilitators, promoting equal learning opportunities. Despite these advantages, challenges such as time constraints, parental resistance, resource inequality, and difficulties in assessment were reported.
Conclusions: The conceptual model of the research indicated that innovative tasks provide a platform for translating teachers' instructional designs into students' learning experiences.

کلیدواژه‌ها [English]

  • phenomenology
  • elementary education
  • innovative assignments
  • traditional assignments
  • teachers
  • students
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