شناسایی متغیرهای روان‌شناختی و تحصیلی مؤثر در ساخت سریع دانش مشارکتی در موقعیت‌های بحرانی (مورد: دانشجویان رشته مهندسی مکانیک دانشگاه یزد)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 مهندس مکانیک و دانش آموخته کارشناسی ارشد روانشناسی تربیتی دانشگاه یزد، یزد، ایران

2 استادیار گروه علوم تربیتی دانشگاه یزد، یزد، ایران

3 دانشیار دانشکده مهندسی مکانیک دانشگاه یزد، یزد، ایران

4 دانشجوی دکتری روانشناسی تربیتی دانشگاه شهیدچمران اهواز، اهواز، ایران

چکیده

هدف: هدف از اجرای پژوهش، شناسایی تأثیر متغیرهای روان‌شناختی در ساخت سریع دانش مشارکتی در موقعیت‌های بحرانی بود.
روش پژوهش: روش پژوهش توصیفی از نوع علّی- مقایسه‌ای بود. هشت تیم از دانشجویان مهندسی مکانیک به‌صورت داوطلبانه در مسابقه‌ غلبه بر زمان شرکت کردند که توسط استادان گروه مهندسی مکانیک دانشگاه یزد طراحی‌شده بود. دانشجویان در روز مسابقه با مسئله ناگهانی (ساخت قایق بادی برای حمل یک کیلو بار در کمترین زمان و بیشترین مسافت) مواجه شدند. وسایل مشخص به‌صورت مساوی در اختیار تیم‌ها قرار گرفت. پس از پایان زمان ساخت و برگزاری داوری توسط استادان، سه گروه به‌عنوان موفق و پنج گروه به‌عنوان ناموفق معرفی شدند. شرکت‌کنندگان به پرسشنامه‌های باورهای معرفت‌شناختی شومر، رویکردهای یادگیری، گرایش به تفکر انتقادی ریتکس، هوش هیجانی برادبری و گریوز، و خوداظهاری معدل پاسخ دادند.
یافته‌ها: یافته­های معنی‌دار آماری نشان معدل تحصیلی گروه‌های موفق به‌طور معنی‌داری بالاتر از گروه‌های ناموفق بود اما در متغیرهای باورهای معرفت‌شناختی، رویکردهای یادگیری، گرایش به تفکر انتقادی و هوش هیجانی بین گروه موفق و ناموفق تفاوت معنی‌داری دیده نشد.
نتیجه‌گیری: نتایج نشان داد که شرکت‌کنندگانی که دارای باورهای معرفت‌شناختی رشد یافته هستند، بیشتر از رویکرد یادگیری استراتژیک استفاده می­کنند، گرایش متوسطی به تفکر انتقادی و هوش هیجانی متوسط دارند.

کلیدواژه‌ها


عنوان مقاله [English]

Identifying effective psychological and academic variables in rapid construction of collaborative knowledge in critical situations (Case: Mechanical Engineering students of Yazd University)

نویسندگان [English]

  • Somayeh Zolfaghari 1
  • Ahmad Zandvanian 2
  • Shahram Talebi 3
  • Hamideh Hemati 4
1 Mechanical Engineer, Master of Educational Psychology, Yazd University, Yazd, Iran;
2 Assistant Professor, Department of Education, Yazd University, Yazd, Iran
3 Associate Professor, Department of Mechanic, Yazd University, Yazd, Iran
4 PhD student in Educational Psychology, Shahid Chamran University, Ahvaz, Iran
چکیده [English]

Objective: The purpose of the research was to identify the effect of psychological variables on the rapid construction of collaborative knowledge in critical situations.
Methods: The research method was descriptive and its type was comparative- causal. Eight teams of mechanical engineering students voluntarily participated in the race to overcome time, which was designed by the professors of the mechanical engineering department of Yazd University. On the day of the competition, the students were faced with a sudden problem (building an inflatable boat to carry a kilo of cargo in the shortest time and the longest distance). Specified equipment was provided equally to the teams.  Five hours after the competition the results were announced,  3 groups were named as successful and  other groups were named as unsuccessful. After the completion of the construction time and judging by the professors, three groups were introduced as successful and five groups as unsuccessful.
Results: Statistically significant findings show that the academic average of the successful groups was significantly higher than the unsuccessful groups, but no significant difference was seen in the variables of epistemological beliefs, learning approaches, tendency to critical thinking and emotional intelligence between the successful and unsuccessful groups.
Conclusion: The results showed that the participants who have developed epistemological beliefs, use the strategic learning approach more, have an average tendency towards critical thinking and average emotional intelligence.

کلیدواژه‌ها [English]

  • Keywords: Rapid Collaborative Knowledge construction
  • Crisis Management
  • Psychological Variables
  • Academic Performance
  • Engineering Students

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