جستجوی مقالات مرتبط با کلیدواژه « inquiry learning » در نشریات گروه « علوم تربیتی »

The present study sought to validate a technological and initiative pedagogy: a teaching model called Flipped Inquiry-Based Learning (Fibal). In terms of purpose, this study was applied. In terms of how to collect the data to examine and answer the two proposed research questions, it is classified in quantitative research method designs. Four pre-formed classes available in one of the national universities in Tehran were used. The semi-experimental comparison between learning groups (semi-experimental designs of the unequal control group: pre-test and post-test) have been implemented. In order to validate the research data collection tools, content validity and Cronbach's alpha reliability estimation test were used. Several statistical tests such as one-way analysis of variance (ANOVA), Welchs, Tamhane's T2 and Dunnett's test were used in order to examine the statistical data related to learning and students' reaction in four classes (146 students in total). The results showed that with 99% confidence, the learning rate of Fibal class students is more and meaningful than the learning of students of "non-flipped traditional" and "simple flipped" classes. At the same time, despite the superiority of the average learning scores of Fibal class students over the "non-flipped inquiry" class, this superiority was not statistically significant. Also, with a 99% confidence level, the reaction rate of students trained through the Fibal approach is better than the reaction rate of students trained through the "non-flipped traditional" and the "simple flipped" and the "non-flipped inquiry" approaches.

Teaching and learning is one of the main activities of universities and institutes of higher education, which takes place either in formal environments or with non-formal education. In order to present an innovative approach in academic teaching and learning, the present study sought to introduce a design model for blended teaching. The pedagogical model that is called "Flipped Inquiry-Based Technological Learning" or Fibtel.

In terms of purpose, this study was applied and in terms of how to collect the data needed to answer the two research questions, it is classified in exploratory mixed method designs. A systematic review and inductive content analysis of 59 articles with Q1 and Q2 scientific validity, a purposeful survey of the views of 30 higher education specialists, and an interactive management (IM) session with the purposeful presence of 13 experts were used to identify the Fibtel driving forces and their sub-elements. In order to interpretive-structural modelling (ISM) of the mentioned drives, data related to the views of 22 purposefully selected specialists were collected through a structural self-interaction matrix questionnaire and analyzed through cross-impact matrix multiplication applied to classification (MICMAC) technique. The statistical samples of the study were selected through the favorable informants’ method. In addition, interpretive validity has been used to increase the accuracy and agreement between the findings.

The results showed that the Fibtel interpretive-structural model with three levels of interaction has 9 causal driving forces and 76 sub-elements, which are generally constructivism type; Includes: learning context, instructional plan designing, technological requirements, learners' competencies, learning content and resources, facilitation, learning activities, interaction opportunities and learning assessment and feedback. With the exception of the one-way interaction of learning context driver, the interaction mechanism of other driving forces is two-way and linkage. This type of interaction mechanism suggests: 1. The organizational context and culture in Iranian university settings is very important and it influential on other factors affecting learning. Therefore, without modifying and changing the organizational context and culture, changes in other factors that affect on learning promotion will not have much effect practically. 2. To make major changes to the academic classroom system, there is not need to design extensive programs or a variety of technologies; Rather, it is necessary to identify and find the critical, sensitive and determine points of students' learning (drivers and their elements). Then, by applying a small and intelligent change in the interaction between each of them, steer academic learning and research toward greater change.