ابعاد و مؤلّفه‌های آموزش مهندسی: تحلیلی مبتنی بر ائتلاف‌های بین‌المللی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار دانشگاه شهید باهنر کرمان، دانشکدة ادبیات و علوم انسانی، بخش علوم تربیتی

2 استاد دانشگاه آزاد اسلامی، واحد علوم و تحقیقات تهران، گروه مدیریت آموزشی

3 استادیار دانشگاه آزاد اسلامی، واحد علوم و تحقیقات تهران، گروه مدیریت آموزشی

4 استاد دانشگاه شیراز، دانشکدة مهندسی، بخش مهندسی مکانیک

چکیده

هدف این مقاله، تعیین ابعاد و مؤلّفه‌های آموزش مهندسی براساس تحلیل محتوای مدل‌های جهانی است. جامعه مورد مطالعه شامل مدل‌های مستخرج از سه ائتلاف و توافقنامة بین‌المللی بود که به صورت سرشماری انتخاب شدند. ابزار گردآوری داده‌ها چک‌لیست و فرم‌های محقق ساخته بود و برای تحلیل داده‌ها از روش کدگذاری باز و کدگذاری محوری استفاده شد. براساس تحلیل انجام شده، هفت بعد برای آموزش مهندسی تعیین شده که در مجموع دارای 27 مؤلّفه است. مدل‌های مورد بررسی بترتیب بر فلسفه و هدف‌های آموزشی، فضا و امکانات آموزشی، سنجش و ارزشیابی، برنامة درسی، هیئت علمی، دانشجویان و فرآیند تدریس- یادگیری بیشترین تأکید را دارند. وجود هدف‌های آموزشی مشخص و دقیق، تأکید آموزش مهندسی بر علم و عمل، تلفیقی بودن برنامه‌های درسی و فعالیت‌های یادگیری، وجود تجارب طراحی- اجرا در برنامه‌های درسی، فضای آموزشی مجهز و متناسب با یادگیری عملی و تجربی، تأکید بر نیازهای صنعت و جامعه، شایستگی اعضای هیئت علمی، پذیرش و هدایت دانشجو و بهبود مستمر برنامه‌های آموزشی از جمله نکات برجسته در مدل‌های مورد بررسی است.

کلیدواژه‌ها


عنوان مقاله [English]

The Dimensions and Components of Engineering Education: An Analysis Based on International Consortiums

نویسندگان [English]

  • Hossein Motahhari Nejad 1
  • Nader Gholi Ghourchian 2
  • Parivash Jafari 3
  • Mahmoud Yaghoubi 4
چکیده [English]

The aim of this paper is to determine the dimensions and components of engineering education based on content analysis of global models. The society in this research includes the derived models of three international consortiums and agreements. The instruments for data collection were checklist and researcher-made forms and for data analysis the open coding and axial coding were used. Based on the content analysis of studied models, seven dimensions including twenty-seven components were identified for engineering education. The models studied mainly emphasize the philosophy and objectives of engineering education, the instructional space and facilities, assessment and evaluation, curriculum, faculty members, students and the teaching–learning process, respectively. The outstanding points of the studied models were: specific and accurate educational objectives; the focus of engineering education on science and practice; integrated curricula and learning activities; design-implement experiences in the curricula; equipped instructional space suitable for experiential and practical learning; focus on society’s and industry’s needs; competence of faculty members, student admission and counseling services; and continuous improvement of engineering programs.

کلیدواژه‌ها [English]

  • Engineering Education
  • Dimensions
  • components
  • Accreditation

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