تأملی در آموزش‏ های مبتنی‏ بر آزمایشگاه در رشته‏ های مهندسی: پل ارتباطی بین تئوری و عمل

نوع مقاله : مقاله علمی - پژوهشی

نویسندگان

1 دانشیار دانشگاه شهید مدنی آذربایجان

2 دانشگاه شهید مدنی آذربایجان

چکیده
پژوهش حاضر وضعیت اجرای دروس آزمایشگاه‏ محور را در رشته‏ های فنی و مهندسی بررسی می‏کند. این پژوهش از نوع زمینه یابی است و جامعۀ آماری آن همۀ دانشجویان و دانش ‏آموختگان دورۀ کارشناسی را در رشته‏ های فنی و مهندسی تا سال 1402 در دانشگاه شهید مدنی آذربایجان شامل می‏شود. تعداد کل آنان 5321 نفر بود که 357 نفر به‏ عنوان نمونه انتخاب شد. در انتخاب حجم نمونه، از روش نمونه ‏گیری تصادفی نظام‏ مند استفاده کردیم. برای جمع‏آوری اطلاعات نیز پرسش‏نامۀ محقق ‏‏‏ساخته را به کار گرفتیم. رواییِ صوری و محتوایی پرسش‏نامه به تأیید پنج کارشناس آموزش با مدرک تحصیلی دکترا رسید. برای بررسی پایایی نیز از ضریب آلفای کرونباخ استفاده کردیم که برای کل پرسش‏نامه 781/0 برآورد شد. به‏ منظور تحلیل داده ‏ها، علاوه ‏بر آمار توصیفی برای پاسخ به پرسش ‏های پژوهش، از آزمون ‏های تی‏ تک‏ نمونه ‏ای و فریدمن استفاده کردیم. یافته‏ ها حاکی بود که وضعیت اجرای دروس آزمایشگاهی در عناصر شش‏ گانۀ اهداف، محتوا، مواد و امکانات، فعالیت‏ ها و روش ‏ها، زمان یادگیری و فضای آموزش در حد بالاتر از متوسط قرار دارد. همچنین نتایج آزمون فریدمن بُعد محتوا را با بالاترین میانگین در رتبۀ اول، بُعد فعالیت‏ ها و روش ‏ها را در رتبۀ دوم و مؤلفۀ اهداف را در رتبۀ آخر نشان داد.

کلیدواژه‌ها

موضوعات


عنوان مقاله English

EXAMINING LABORATORY-BASED EDUCATION IN ENGINEERING: BRIDGING THEORY AND PRACTICE

نویسندگان English

sirous asadian 1
hanieh eidi 2
1 Azarbaijan Shahid Madani university
2 Azarbaijan Shahid Madani University
چکیده English

 The present study aimed to investigate the implementation status of laboratory-based courses in engineering disciplines. The research employed a survey method. The statistical population consisted of all undergraduate students and graduates engineering fields up to the year 2023 at Azarbaijan Shahid Madani University. The total population was 5,321 individuals, from which a sample of 357 was selected. Systematic random sampling was used to determine the sample size. Data were collected using a researcher-made questionnaire. The face and content validity of the questionnaire were confirmed by five educational experts holding PhD degrees. Reliability was assessed using Cronbach’s alpha coefficient, which was estimated at 0.781 for the entire questionnaire. In addition to descriptive statistics, one-sample t-test and Friedman test were used to analyze the data and answer the research questions. The findings indicated that the implementation status of laboratory courses across six key components: Objectives, content, materials and facilities, activities and methods, learning time, and educational space, was above average. Furthermore, the Friedman test results revealed that the content dimension had the highest mean rank, followed by activities and methods, while the objectives component ranked last.

کلیدواژه‌ها English

laboratory
laboratory courses
practical courses
engineering education
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  • تاریخ دریافت 21 بهمن 1403
  • تاریخ بازنگری 02 اردیبهشت 1404
  • تاریخ پذیرش 03 اردیبهشت 1404
  • تاریخ اولین انتشار 03 اردیبهشت 1404
  • تاریخ انتشار 30 آذر 1404