بررسی رابطه بین فرهنگ و ابعاد شناختی یادگیری گروهی

نوع مقاله: علمی پژوهشی

نویسندگان

1 گروه زبان و ادبیات انگلیسی، دانشکدة زبان ها و ادبیات خارجی، دانشگاه تهران

2 دانشگاه البرز

چکیده

این پژوهش بر آن است تا در راستای نیل به‌الگوی بافت محور آموزش و پرورش، به عنوان ضرورتی برای توسعة پایدار، نقش فرهنگ را در یکی از مهمترین روش‌های تدریس یعنی یادگیری گروهی بررسی و واکاوی کند. بدین منظور شرکت کنندگان در پژوهش که با استفاده از نمونه‌گیری در دسترس انتخاب شده بودند، به‌‌ترتیب به‌دو پرسشنامه پیرامون شاخص‌های فرهنگی و یادگیری گروهی پاسخ دادند. در این پژوهش برای پایایی از شاخص پایایی گویه راش، برای روایی از تحلیل عامل تأکیدی به‌همراه شاخص برازش راش، و برای تحلیل داده‌ها از رگرسیون چندگانه استفاده شد.. نتایج تحلیل از یک سو نشان‌داد که عدم تطابق فرهنگی می‌تواند ابعاد شناختی یادگیری گروهی را به‌طور معنی‌داری متاثر سازد و بدین‌جهت کارامدی یادگیری گروهی را تحت‌ الشعاع خود قرار دهد. از سوی دیگر دریافتیم که این تأثیر چندان بزرگ نیست که به‌بهانه‌ای برای عدم استفاده از یادگیری گروهی تبدیل شود. این یافته‌ها بر لزوم توجه به‌آموزش بافت‌محور ‌معلمان برای اجرای کارامد یادگیری گروهی صحه می‌گذارند.

کلیدواژه‌ها


عنوان مقاله [English]

An Investigation into the Role of Culture within Cooperative Learning: The Cognitive Drivers

نویسندگان [English]

  • Sayyed Mohammad Alavi 1
  • Mohammad Tamimy 2
1 Professor, English Language and Literature Department, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, I.R. Iran
2 English Department, Alborz University, Qazvin, Iran
چکیده [English]

This study attempts to investigate how culture affects the cognitive drivers of Cooperative Learning (CL) so that the way for the culturally responsive education, as an imperative for sustainable development, is further paved. For this purpose, perceptions of 241 and 200 Iranian learners of English as a Foreign Language (EFL), arrived at through convenience sampling, were respectively solicited about their culture and experience of group work using two questionnaires whose constructs’ psychometric properties were double checked using CFA and Rasch. The data were analyzed using forced entry multiple regression and the results suggest that: (a) the cultural factors can significantly predict the cognitive drivers of CL and as a result, its classroom practice can be troubled by mismatching cultural factors including assertiveness and future orientation; (b) the role of culture, notwithstanding its significance, is not too big to have CL simply abandoned on the pretext of neo-colonialism; (c) contextualized teacher development is necessary to have CL effectively implemented.

کلیدواژه‌ها [English]

  • Culture
  • cooperative learning
  • Cognitive Drivers
  • Culturally Responsive Education
  • Group Work
  • Mutually Shared Cognition
  • Cultural Conflict

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