Comparative assessment of synergistic constructivist curriculum of interdisciplinary courses (Farhangian, State (national) and Islamic Azad Universities)

Document Type : Original Article

Author
Esmaeil Daviran
Assistant Professor of Geography Education Department, Farhangian University, Tehran, Iran
10.61838/KMAN.IRPHE.30.3.6
Abstract
Synergogy is a model derived from the constructivist approach in which knowledge is presented through collaborative, group planning and active involvement. This research, with a practical purpose and survey method based on comparative comparison, has investigated the curriculum planning model based on the synergy of interdisciplinary courses in three different universities. The statistical population of the research includes 85 students studying in three Islamic Azad Universities, national (state) and mission-oriented Farhangian University. The method of data collection was library-documentary and field, which was obtained in the field method by using David Lebo's constructivism questionnaire and specialized psychometric analysis of the research data, and then using t-statistical and a posteriori statistical models to analyze the data. The results show that the model of synergistic construction for the interdisciplinary course of urban geography, despite the similarity of the content, source and course headings, is different from each other and has a significant difference from each other. The results of the a posteriori statistical model show that the 8 indicators of participation, independence, creativity, deep thinking, active involvement, personal communication, collectivism and evaluation style function differently in the studied universities with a confidence coefficient of 95% and a significant level. Less than 0.05 is significant. At the same time, the implementation and evaluation of the statistical society of the constructivist synergistic model in Farhangian University is more favorable than the other two universities, considering its education-oriented mission.

Keywords

Subjects

Azarmi Bostanabad, K., Javadipoor, M. (2022). Application of the Constructivist Approach-Based Teaching Method in Secondary Schools. Teaching and Learning Research, 18(2), 1-12. https://doi.org/10.22070/tlr.2023.14580.1112
Baghrian Far, M. (2016). Synergogy in education. management studies quarterly on law enforcement education, 1(10), 1-16. https://www.magiran.com/paper/2012996
Cristea, S. (2015). The Fundaments of Constructivist Pedagogy. Procedia - Social and Behavioral Sciences, 180, 759-764. https://doi.org/10.1016/j.sbspro.2015.02.197
Dagar, V., & Yadav, A. (2016). Constructivism: A paradigm for teaching and learning. Arts and Social Sciences Journal, 7(4), 1-4. https://scholar.google.com/scholar?hl=fa&as_sdt=0%2C5&q=6.%09Dagar%2C+V.%2C+%26+Yadav%2C+A.+%282016%29.+Constructivism%3A+A+paradigm+for+teaching+and+learning.+Arts+and+Social+Sciences+Journal%2C+7%284%29%2C+1-4.&btnG=#d=gs_cit&t=1721024120192&u=%2Fscholar%3Fq%3Dinfo%3ABqceG6olyNcJ%3Ascholar.google.com%2F%26output%3Dcite%26scirp%3D0%26hl%3Dfa
Daviran, E. (2023). Comparative Assessment of Temporal-Spatial Rhythm of Planning Theoretical And Practical Geography Courses In University Planning System. Research in Teaching, 11(2), 149-130. https://doi.org/10.22034/trj.2023.139946.1888
Daviran, E. (2023). effective models for teaching courses based on location-based natural data the first international teacher training conference with a prospective approach, Farhangian University, Mashhad. https://hmt6.cfu.ac.ir/
Demircioğlu, G., & Çağatay, G. (2014). The Effect of Laboratory Activities based on 5e Model of Constructivist Approach on 9th Grade Students’ Understanding of Solution Chemistry. Procedia - Social and Behavioral Sciences, 116(no), 3120-3124. https://doi.org/10.1016/j.sbspro.2014.01.719
Dsilva, I. (2010). Active learning. Journal of education admimnestration and policy studies, 2(6), 77-82.
Elhami, D. (2000). History of Islamic education system. Payam Hozha Quarterly, 22(no), -. https://ensani.ir/fa/article/53711/%D8%AA%D8%A7%D8%B1%DB%8C%D8%AE%DA%86%D9%87-%D9%86%D8%B8%D8%A7%D9%85-%D8%A2%D9%85%D9%88%D8%B2%D8%B4-%D8%A7%D8%B3%D9%84%D8%A7%D9%85%D9%89
Ewens, W. (1986). Book Reviews (Vol. 15). Contemporary Sociology.
Fazeli, N. (2004). Discussion" As a Way of University Teaching An Ethnographic Approach to Participatory Education. Social Sciences, 10(24), 61-99.
Garavand, Y., Omidian, M., Farhadirad, H., Razavi, S. A., & maktabi, G. (2021). Meta-Analysis of the Effectiveness of Constructivist Approach-Based Education on Academic Performance in the Experimental science course. Research in Curriculum Planning, 18(69), 94-112. https://doi.org/10.30486/jsre.2021.1898821.1639
Haller, C. R., Gallagher, V. J., Weldon, T. L., & Felder, R. M. (2000). Dynamics of Peer Education in Cooperative Learning Workgroups. Journal of Engineering Education, 89(3), 285-293. https://doi.org/10.1002/j.2168-9830.2000.tb00527.x
Hong, H.-Y., Lin, P.-Y., & Lee, Y.-H. (2019). Developing effective knowledge-building environments through constructivist teaching beliefs and technology-integration knowledge: A survey of middle-school teachers in northern Taiwan. Learning and Individual Differences, 76(no), 101787. https://doi.org/10.1016/j.lindif.2019.101787
Hosseini Largani, M., & Charbashlou, H. (2022). Curriculum Design and Development in Selected Universities: criteria extraction for designing an optimal university curriculum model. Quarterly Journal of Research and Planning in Higher Education, 28(3), 143-172. https://doi.org/10.52547/irphe.28.3.143
Janjai, S. (2012). Improvement of the Ability of the Students in an Education Program to Design the Lesson Plans by Using an Instruction Model based on the Theories of Constructivism and Metacognition. Procedia Engineering, 32(no), 1163-1168. https://doi.org/10.1016/j.proeng.2012.02.072
Lebow, D. (1993). Constructivist values for instructional systems design: Five principles toward a new mindset. Educational Technology Research and Development, 41(3), 4-16. https://doi.org/10.1007/BF02297354
Lebow, D. G., & Wager, W. W. (1994). Authentic activity as a model for appropriate learning activity: Implications for emerging instructional technologies. Canadian Journal of Educational Communication, 23(no), 231-231.
Mohammadzadeh, M., Safarnavadeh, M., & Ahghar, G. (2022). The effect of constructivist-based approach of teaching in science Courses on cooperative learning of Secondary school students and its sustainability over time [Original Research]. Bimonthly of Education Strategies in Medical Sciences, 15(1), 79-90. http://edcbmj.ir/article-1-2710-en.html
Momeni Danaei, S., Zarshenas, L., Oshagh, M., & Omid Khoda, S. M. (2011). Which method of teaching would be better, cooperative or lecture? Iranian Journal of Medical Education, 11(1), 24-31. https://www.sid.ir/paper/59176/en
Sardari, B. (2019). The effectiveness of cooperative learning patterns on self-directed learning (self-management, desire for learning and self-control) in female students. (Journal of Instruction and Evaluation) Journal of Educational Sciences, 12(46), 65-84. https://www.sid.ir/paper/183559/en
Sharifina Jafabadi, R. (2023). The feasibility of creating a "mobile field of geography" in Farhangian University. Quarterly Journal of Research and Planning in Higher Education, 29(3), 113-129. https://doi.org/10.61838/irphe.29.3.7
Sultan, S., & Hussain, I. (2012). Comparison between individual and collaborative learning: Determining a strategy for promoting social skills and self-esteem among undergraduate students. Journal of Educational Research, 15(2), 35. https://www.proquest.com/openview/6ef5577b4e77cf50031b9fb3c8ed2d66/1?pq-origsite=gscholar&cbl=1616349
Tavasli, J. (2015). Comparison of traditional and constructivist teaching of geology among high school students in the 3rd district of Mashhad Geology Education Conference, Tehran.
Troth, A. C., Jordan, P. J., & Lawrence, S. A. (2012). Emotional Intelligence, Communication Competence, and Student Perceptions of Team Social Cohesion. Journal of Psychoeducational Assessment, 30(4), 414-424. https://doi.org/10.1177/0734282912449447
Williamson, S. N. (2007). Development of a self-rating scale of self-directed learning. Nurse researcher, 14(2), 66-83. https://doi.org/10.7748/nr2007.01.14.2.66.c6022
Yamini, M., & Bagherinia, H. (2016). Studying the psychological characteristics of the students' perception questionnaire from the constructivist learning environment in the university and comparing the preferred and existing forms in the university. Quarterly Journal of Psychology and Educational Sciences, 3(3), 14-32. http://uctjournals.com/farsi/archive/psychology/1396/autumn/3.pdf
 

  • Receive Date 04 September 2023
  • Revise Date 15 January 2024
  • Accept Date 12 February 2024
  • Publish Date 22 September 2024