جستجوی مقالات مرتبط با کلیدواژه « آموزش صنعتی » در نشریات گروه « علوم تربیتی »

The goal of This study was to analyze the existing and desired situation decision makers in the process of industrial training curriculum design and development divided into nine elements of the curriculum. The study population were included administrators and education educators 54 Industrial company in the city of Mashhad that they were selected as examples whit census, But in the meantime, researchers worked with 42 of education directors were coperative with researcher. The research method was survey-descriptive and research instrument was a researcher-made questionnaire. Results showed that the current situation education unit (141/75) had the highest participation rate and teacher (34/39) the lowest rate of participation. in the ideal situation education unit (223/23) had the highest participation rate and applicant (184/12) the lowest participation rate in the process Industrial training curriculum design and development. So the results of independent t-test showed that the mean scores for each of the decision makers triple factores in both the current and desire situation has different and contribute rate in desire situation. So the results of ANOVA showed that the mean scores contribute triple factors decision-maker in current and desired situation had different. Furthermore, The findings showed that had no different contribute rate three factors in the decision-making in small, large, medium company and company size had no effect on the coperative rate of the triple factore.

The purpose of this paper is to investigate the effectiveness of automotive industry engineering education. This research is designed using holistic instruction design and four-component instructional design model (4C/ID) in Iran Khodro Company. Research method is quasi-experimental. Pretest and posttest control group design is used. Sample consists of 40 engineers of Iran Khodro in the standardization of workstations. As an experimental group, 20 engineers and 20 others were selected as the control group. The research instruments consisted of three questionnaires for measuring satisfaction with the course, and a test of attitudes toward academic achievement. Results showed that the holistic approach 4C/ID model in the automotive industry led training courses is effective (p>0/01). Learners in courses designed model (4C/ID) better satisfaction (p = 0.01) and more positive attitudes (p = 0/02) were compared to the mentioned course. However, significant differences between the two groups did not learn about the components.

This research was intended to explore the effectiveness of blended learning environment on industrial training. The Research method was quasi-experimental and the Pretest -posttest control group design was used. Samples were taken from experts of HEPCO of Arak-City. Thus 60 experts were randomly selected and assigned to experimental and control groups. A problem solving comers was designed with two approaches of performance traditional versus blended based on game-Briggs model. The experimental group was exposed to G_B learning environment model, while the control group worked with a traditional one. For evaluating effectiveness of blended learning environment, two dependent variables covering satisfaction and learning were measured and compared with those of control group. Research tools included a questionnaire to measure satisfaction, and test to measure learning performance. Results indicated that designing a blended learning environment in industrial training increased learner’s satisfaction and produced better results in academic achievement and raised the overall effectiveness of the training of industry expert.

The purpose of this study was to examine effectiveness of a modern approach in industrial training. A quasi-experimental design with pretest-posttest was used. A random sample of 60 workers of Iran Khodro، Khorasan participated in the study. Participants were randomly assigned to experimental and control groups. Three separate questionnaires on satisfaction، attitude and behavior change were administered to the sample. Results indicated that problem based approach increased effectiveness of courses. Therefore، problem based group had higher satisfaction، more positive attitude، better learning and performance compared to the other group.

One of the main challenges education systems face is to fulfill labor market needs. In this paper four models of teacher-centered، student-centered، program-centered، and market-centered curriculum with emphasis on vocational education were discussed. The descriptive analysis method was followed in this study. Findings indicated that curriculum should take into account societal requirements and labor market needs in order to satisfy needs of industry by providing skilled and specialized workforce.

The purpose of this study was to review relevant literature on skilled manpower training based on curriculum of industrial training systems as well as economic theories on human resources. Meanwhile، social and economic developments require incorporation of other conceptual frameworks such as social capital theory and cultural capital theory as foundations of vocational curriculum and industrial training. Therefore، industrial training in various economic and social periods including those of Fordism and Post-Fordism was discussed on the basis of focal competences. The paper concludes that competences and skills incorporated in curriculum of industrial training systems should be taken into account through underpinning assumptions of human، social and cultural capital theories as well as social، economic and industrial developments in Post-Fordism era.