تحلیل ساختار دانشی آموزش مهندسی ایران با رویکرد هم ‏رخدادی واژگان طی سال‏ های 1378 تا 1401

گرایی, احسان; َعبدلی, افسانه

doi:10.22047/ijee.2023.410920.2002

تحلیل ساختار دانشی آموزش مهندسی ایران با رویکرد هم ‏رخدادی واژگان طی سال‏ های 1378 تا 1401

نوع مقاله : مقاله علمی - پژوهشی

نویسندگان

احسان گرایی ¹

افسانه َعبدلی ²

¹ دانشیار، علم اطلاعات و دانش‌شناسی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران.

² استادیار، فلسفه تعلیم و تربیت، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران.

https://doi.org/10.22047/ijee.2023.410920.2002

چکیده

مطالعۀ حاضر با هدف تحلیل ساختار دانشی آموزش مهندسی ایران و با استفاده از روش تحلیل هم‏رخدادی واژگان انجام شده است. جامعۀ پژوهش شامل 673 مقالۀ منتشرشده در فصلنامه آموزش مهندسی ایران در بازۀ زمانی 1378 تا 1401 است. فرایند آماده ‏سازی و تجزیه و تحلیل داده‏ ها با استفاده از نرم ‏افزار راور پریمپ، یوسی‏آی‏نت، اکسل و اس‏پی‏اس‏اس انجام شد. یافته ‏ها نشان داد که کلیدواژه ‏های برنامه درسی، ارزیابی و آموزش عالی به ترتیب با 72، 53 و 45 تکرار بیشترین فراوانی را داشته ‏اند. تحلیل خوشه ‏ای نشان داد که ساختار دانشی فصلنامه آموزش مهندسی ایران، از هشت خوشۀ موضوعی تشکیل شده است که عبارتند از: آیندۀ آموزش و آموزش آینده، ارتباط و تأثیر متقابل صنعت و دانشگاه، اخلاق مهندسی، آموزش الکترونیکی، فرایند یاددهی _ یادگیری، مسائل دانشجویی، بازنگری و تحول آموزشی و چالش‏ های اثربخشی آموزشی شامل برنامۀ درسی، ارزیابی و تضمین کیفیت. نتایج نمودار راهبردی نشان داد که خوشۀ ششم شامل مسائل دانشجویی و خوشۀ هشتم، چالش‏ های اثربخشی آموزشی شامل برنامۀ درسی، ارزیابی و تضمین کیفیت، در منطقۀ اول قرار گرفته ‏اند و به بیانی دیگر، موضوعات مرکزی و توسعه ‏یافتۀ این حوزه هستند. خوشه‏ های پنجم شامل فرایند یاددهی-یادگیری و هفتم، بازنگری و تحول آموزشی در منطقۀ دوم قرار گرفتند. این خوشه‏ ها، خوشه‏ های محوری نیستند امّا توسعه‏ یافته هستند. خوشه ‏های دوم شامل ارتباط و تأثیرات متقابل صنعت و دانشگاه و چهارم، آموزش الکترونیکی در قسمت سوم قرار می‏گیرند. خوشه ‏های قسمت سوم به دلیل دارا بودن مرکزیت و تراکم پایین، از موضوعات حاشیه ‏ای بودند و توجه اندکی را به خود جلب می ‏کنند. همچنین خوشه اول شامل آیندۀ آموزش و آموزش آینده و خوشه سوم، اخلاق مهندسی در منطقۀ چهارم قرار گرفتند که خوشه‏ های محوری بودند اما توسعه ‏یافته نیستند.

کلیدواژه‌ها

تحلیل هم‏رخدادی واژگان

تحلیل محتوا

تحلیل سلسله‏مراتبی

نمودار راهبردی

آموزش مهندسی ایران

20.1001.1.16072316.1402.25.99.4.8

موضوعات

آموزش‌ های بین رشته‌ ای مهندسی

عنوان مقاله English

ANALYZING THE KNOWLEDGE STRUCTURE OF IRANIAN ENGINEERING EDUCATION WITH THE CO-WORD OCCURRENCE APPROACH DURING 1378-1401 (1999-2022)

نویسندگان English

Ehsan Geraei ¹

Afsaneh Abdoli ²

¹ Associate Professor, Knowledge and Information Sciences, Department of Educational Sciences, Faculty of Literature and Human Sciences, Lorestan University, Khorramabad, Iran.

² Assistant Professor, Philosophy of Education, Department of Educational Sciences, Faculty of Literature and Human Sciences, Lorestan University, Khorramabad, Iran

چکیده English

The present study was conducted with the aim of analyzing the knowledge structure of the Iranian Journal of Engineering Education and using the co-word occurrence analysis method. The research community includes 673 articles published in the Iranian Journal of Engineering Education between 1378-1401 (1999-2022). The process of data preparation and analysis was done using Raver PreMap, UCINET, Excel and SPSS software. The findings showed that the keywords of curriculum, evaluation and higher education had the highest frequency with 72, 53 and 45 repetitions respectively. Cluster analysis showed that the knowledge structure of Iranian Journal of Engineering Education consists of eight knowledge clusters, which are: The future of education and education of future; The connection and mutual influence of industry and university; Engineering ethics; e-learning; Teaching-learning process; Student issues; Educational revision and transformation and the challenges of educational effectiveness; Curriculum, evaluation and quality assurance. The results of the strategic diagram showed that the sixth cluster: Student issues and the eighth cluster: Educational effectiveness challenges: Curriculum, evaluation and quality assurance are placed in the first area, and in other words, they are the central and developed issues of this area. The fifth clusters: Teaching-learning process and the seventh: Educational revision and transformation were placed in the second region. These clusters are not axial clusters; but they are developed. The second cluster: the relationship and mutual effects of industry and university and the fourth: E-learning are placed in the third part. The clusters of the third part are marginal issues due to their centrality and low density and attract little attention. Also, the first cluster: The future of education and education of future and the third cluster: Engineering ethics were placed in the fourth region, which were the core clusters; but they are underdeveloped.

کلیدواژه‌ها English

Co-word occurrence analysis

content analysis

hierarchical analysis

strategic mapping

Iranian Journal of Engineering Education

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