Nasrin Alipour; Darush Noroozi; Mohammed Nourian
Abstract
The purpose of this research is to systematically study the characteristics of a learning environment that are considered in all aspects of the teaching-learning process in the curriculum and its practical implementation. This environment is influenced by culture, tradition, technology and richness in ...
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The purpose of this research is to systematically study the characteristics of a learning environment that are considered in all aspects of the teaching-learning process in the curriculum and its practical implementation. This environment is influenced by culture, tradition, technology and richness in design and construction. The approach of this research is quantitative. In the designed model, the components of learning environment that were identified using content analysis in 7 dimensions are: learner, teacher, teaching-learning process, curriculum approaches, teaching content, learning environment physics, and evaluation.This model was validated by a researcher-made questionnaire. In the first part, the exterior model of the study is evaluated using first-order confirmatory factor analysis, presenting the results of convergent validity and divergence validity, and after establishing the validity condition, structural equation modeling using second-order measurement model is presented. For convergent validity, mean extracted variance (AVE) and reliability (CR) were calculated and Lisrel software was used to evaluate the designed model based on X2 indices of freedom, fitness index (GFI), adjustment index. Fit (AGFI), Soft fit index (NFI), Soft fit index (NNFI), Incremental fit index (IFI), Adaptive fit index (CFI), and Root estimation of second root estimation error (RMSEA) were used.
zahra vahidi; kambiz poushaneh; ALI AKBAR KHOSRAVI; MAHSHID IZADI
Abstract
The purpose of this study was to design a learning environment based on Transformative Learning Theory for high school students. The research method was across-stage mixed model. For this purpose, the data were collected and analyzed by qualitative method, in addition to consider validity and reliability ...
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The purpose of this study was to design a learning environment based on Transformative Learning Theory for high school students. The research method was across-stage mixed model. For this purpose, the data were collected and analyzed by qualitative method, in addition to consider validity and reliability by quantitative method. Also, to extract the dimensions, components and indicators of learning environment based on Transformative Learning Theory, all texts, books, journal articles and conferences were analyzed by content analysis method and qualitative data were collected. Education and psychology experts then confirmed, rejected, or confirmed the findings. After considering the validity and reliability of the researcher-made questionnaire on the obtained dimensions, components and indices, a model of transformative learning based learning environment was presented. The results showed that the model of learning environment based on Transformative Learning Theory has 84 items (indices), 16 components and 5 dimensions. Based on the results of this model, five indicators of learning environment are: 1) Dimensions of educational factors including: teacher role components, change in teacher preparation and research methods, change in Proofism, knowledge-based environment, learner-centered environment, practical activities and problem-based teaching. 2) Supporting dimensions include components of artistic and creative cultural activities, support factors, and synergies of experiences and interactions. 3) Dimensions of non-educational factors, including the components of significant life changes and social factors. 4) Axial Critical dimension includes the components of critical thinking, discourse and emancipation. 5) Dimensions of self-knowledge include components of the self-process and emotional intelligence.
