طراحی الگوی پرورش تفکر سیستمی دانش‌‏آموزان دوره‌ی ابتدایی ایران

دهقان منشادی, منصور; اسلامی مهدی آبادی, سمانه

doi:10.22034/sep.2025.2073691.1404

طراحی الگوی پرورش تفکر سیستمی دانش‌‏آموزان دوره‌ی ابتدایی ایران

مقالات آماده انتشار

نوع مقاله : پژوهشی

نویسندگان

منصور دهقان منشادی ¹

سمانه اسلامی مهدی آبادی ²

¹ نویسنده مسئول: استادیار، گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران

² کارشناسی ارشد، گروه تکنولوژی آموزشی، واحد یزد، دانشگاه آزاد اسلامی، یزد، ایران

10.22034/sep.2025.2073691.1404

چکیده

تفکر سیستمی بستری است که به کمک قابلیت‌های ویژه‌ای که از آن برخوردار است، درک مسائل پیچیده را تسهیل و فرصت انتخاب‌های اصلح برای زندگی بهتر در اختیار آدمی قرار می‌دهد. شایسته است یادگیری آن از دوره کودکی در دبستان آغاز گردد. هدف پژوهش، طراحی الگوی پرورش تفکر سیستمی دانش‌آموزان دوره ابتدایی بود که با روش کیفی نظریه داده بنیاد انجام شد. جامعه آماری، کارشناسان رشته‌های علوم‌تربیتی، مشــاوره و روان‌شناسی و آشنا به حوزه ابتدایی بودند که از بین آن‌ها تعداد 25 نفر به‌صورت نمونه‌گیری نظری جهت مصاحبه عمیق انتخاب شدند و مصاحبه‌ها تا رسیدن به اشباع نظری ادامه یافت. اعتبار یافته‌ها با روش تطبیق توسط اعضا و انجام مصاحبه‌های آزمایشی بررسی شد. به‌منظور تجزیه‌وتحلیل داده‌های کیفی، از کدگذاری باز، محوری و گزینشی استفاده شد. نتایج گویای آن است که 1390 گزاره مفهومی اولیه با 23 مقوله اصلی و 90 مقوله فرعی در قالب ابعاد شش‌گانه مدل مفهومی شامل: موجبات علّی (مدرسه، خانواده، برنامه درسی)، پدیده اصلی (پرورش تفکر سیستمی)، شرایط زمینه‌ای (شناخت، نگاه کل‌نگر، شایستگی‌های مدیریتی، نیرو و امکانات مناسب، انعطاف‌پذیری در نظام آموزشی، همسویی نهادهای اجتماعی با مدرسه)، شرایط مداخله‌گر (محیط اجتماعی، فرهنگ سیاسی، نظام اقتصادی، شرایط فرهنگی)، راهبردها (بهره‌وری از نظام مشارکتی، پرورش مهارت‌های زندگی، آموزش، راهبردهای انگیزشی) و پیامدها (همه‌جانبه‌نگری، افزایش مهارت‌ها، موفقیت تحصیلی، توسعه فردی، توسعه جامعه) شناسایی شدند. یکپارچه‌سازی مقوله‌ها بر مبنای روابط موجود، شکل‌دهنده مدل مفهومی است که الگوی پرورش تفکر سیستمی در دانش‌آموزان ابتدایی را منعکس می‌نماید.

تازه های تحقیق

موجبات علّی: مدرسه، خانواده و برنامه درسی
راهبردهای مؤثر: بهره‌وری از نظام مشارکتی، پرورش مهارت‌های زندگی، آموزش و راهبردهای انگیزشی
پیامدها: همه‌جانبه‌نگری، باورمندی، افزایش مهارت‌ها، موفقیت تحصیلی، توسعه فردی و توسعه جامعه

کلیدواژه‌ها

تفکر سیستمی

دانش‌آموزان

دوره‌ی ابتدایی

نظریه‌ی داده‌بنیاد

ایران

موضوعات

تفکر سیستمی و تفکر راهبردی

عنوان مقاله English

Designing a Model for Cultivating the System Thinking of Primary School Students in Iran

نویسندگان English

Mansoor Dehghan Manshadi ¹

Samane Eslami Mahdiabadi ²

¹ Corresponding author: Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran

² M.Sc., Department of Educational Technology, Yazd Branch, Islamic Azad University, Yazd, Iran

چکیده English

Systems thinking serves as a foundation that, through its unique capabilities, facilitates the understanding of complex issues and provides opportunities for making optimal choices for a better life. It is fitting that learning it begins from childhood in primary school. The objective of this research was to design a model for cultivating systems thinking in primary school students, conducted using the qualitative method of grounded theory. The statistical population consisted of experts in the fields of educational sciences, counseling, and psychology familiar with the primary education domain. From among them, 25 individuals were selected through theoretical sampling for in-depth interviews, and the interviews continued until theoretical saturation was achieved. The validity of the findings was assessed using member checking and pilot interviews. For the analysis of qualitative data, open, axial, and selective coding were employed. The results indicate that 1,390 initial conceptual statements, comprising 23 main categories and 90 subcategories, were identified within the six dimensions of the conceptual model, including: causal conditions (school, family, curriculum), the core phenomenon (cultivating systems thinking), contextual conditions (cognition, holistic view, managerial competencies, adequate resources and facilities, flexibility in the educational system, alignment of social institutions with the school), intervening conditions (social environment, political culture, economic system, cultural conditions), strategies (utilizing a participatory system, fostering life skills, teaching, motivational strategies), and consequences (comprehensive perspective, skill enhancement, academic success, individual development, community development). The integration of categories based on existing relationships forms the conceptual model that reflects the pattern for cultivating systems thinking in primary school students.

کلیدواژه‌ها English

Systems Thinking

Elementary Course

Students

Grounded Theory

Iran

Copyright © Mansoor Dehghan Manshadi, Samane Eslami Mahdiabadi

License

This article is released under the Creative Commons Attribution (CC BY 4.0) license. Anyone is free to copy, share, translate, and adapt this article for any purpose, whether commercial or non-commercial, as long as proper citation is given to the authors and original publication.

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