تحلیل ابعاد علاقه‌افزایی به درس کار و فناوری از منظر دانش‌آموزان و دبیران: مطالعه‌ای به روش نظریه ی برخاسته از داده‌ها

علاقه‌مندی دانش‌آموزان به یادگیری مهم‌ترین عامل توسعۀ تحصیلی است که ارتقای آن از دیرباز دغدغۀ اصلی متخصصان تربیتی بوده ‌است. برخی از مطالعات و شواهد میدانی از کاهش علاقه‌مندی دانش‌آموزان به تحصیل و کسب مهارت‌های شغلی حکایت می‌کند. در همین راستا، برنامۀ درسِ کار و فنّاوری، با هدف ارتقای مهارت‌آموزی و هدایت شغلی دانش‌آموزان تدوین ‌شده است. در این پژوهش، تلاش شده تا با معناکاوی در ادراک دانش‌آموزان و دبیران کار و فنّاوری و مبتنی بر روش نظریه برخاسته از داده‌ها و طرح تحلیل ابعاد شاتزمن، به اکتشاف و تحلیل ابعاد علاقه‌افزایی به درسِ کار و فنّاوری متوسطه اول، پرداخته ‌شود. بدین‌منظور، با استفاده از نمونه‌گیری ملاکی، سهمیه‌ای و در دسترس و انجام مصاحبه‌های رایا‌نامه‌ای و مکتوب، داده‌ها گردآوری‌ شد. تحلیل داده‌ها مبتنی بر روش سه مرحله‌ای شاتزمن و ابزار ماتریس توضیحی انجام ‌شد. یافته‌ها نشان ‌داد درسِ کار و فنّاوری با وجود چالش‌هایی که در زمینۀ کمبود امکانات اجرایی در مدارس روبه‌روست، به‌عنوان درسی محبوب و کارآمد در بین دانش‌آموزان مطرح است. همچنین دلایل علاقه‌افزایی به درسِ کار و فنّاوری، در بین دانش‌آموزان در هفده بُعد و از منظر دبیران کار و فنّاوری در قالب بیست بُعد، شناسایی و طبقه‌بندی گردید. نتایج با ترسیم ماتریس توضیحی و بیان نظریه، به‌صورت گزاره‌ها و ترسیم شکل، گزارش شد. نتایج نشان ‌داد که از بین عوامل شناسایی‌شده، لذّت معلمی و احساس زندگی، مهم‌ترین عامل در علاقه‌افزایی دانش‌آموزان به درسِ کار و فنّاوری بوده ‌است.

dimensional analysis of increasing students’ interest in work and technology courses from the perspective of students and teachers: a study of the grounded theory and schatzman dimensional analysis

we explored and analyzed the dimensions of enhancing students’ interest in work and technology courses curriculum in junior high schools by dimensional analysis of the perceptions of students and teachers of vocational work and technology courses and based on the grounded theory and schatzman dimensional analysis. students were selected based on criterion, quota and convenience sampling methods. thirty students of the seventh, eighth and ninth grades who were interested in attending the interview were selected by convenience and interviewed. interviews were conducted based on quota sampling and selection of 10 students from each grade.data were analyzed based on schatzman’s three step method and the explanatory matrix tool. this analysis consists of three stages and as an organization plan, including a. dimensioning/design b. segregation; c. integration/reintegration. these steps are not linear and are provided only sequentially for ease of presentation. schatzman proposed dimensional analysis in three steps using an explanatory matrix tool.introductionstudents’ interest in learning is the most important factor for their academic progress. educational experts are long expressed concern for enhancing students’ interest in learning (heuling, 2021; tambunan et al., 2021; guo et al., 2020; kidman, 2018; li, 2011; thorndike, 1935; quoted by rowland, knekta, eddy corwin, 2019; dewey, 1913).some studies indicate a decrease in both students’ interest in studying and acquiring job skills. in this regard, work and technology courses curricula were developed to improve students’ skills and as a vocational guidance for them (mills et al., 2020; rellensmann schukajlow, 2017). review of literature on work and technology courses showed that no local studies have so far explored the basic dimensions in the formation and strengthening of interest with a qualitative approach. this research aims to identify the perspective, context, conditions, processes and consequences of students’ increasing interest in work and technology courses in junior high school using the data theory method based on schutzmann’s dimension analysis approach. the questions we attempt to answer include “what are the dimensions associated with increasing students’ interest in work and technology?” and &what context, conditions and process increase students’ interest and what are its consequences?& methodwe used dimensional analysis to explore and analyze the dimensions of enhancing students’ interest in work and technology courses in junior high schools in the perceptions of students and teachers based on the grounded theory and schatzman dimensional analysis (kools, mccarthy, durham robert, 1996).to validate the findings, specific methods of qualitative studies, such as participants’ control of the findings, made by four interviewees (ghafoori salehi, 2017), as well as the analytical multidimensionality were used. the explanatory matrix is ​​an organized prototype that displays most of the intrinsic properties of the specified dimensions in the form of various conceptual components such as context, conditions, processes, and identified consequence. the main strength of this project is the development of analytical processes that enhance the process of comparability and comparison of data and concepts. thirty students of the seventh, eighth and ninth grades who were interested in attending the interview were selected by convenience and interviewed. interviews were conducted based on quota sampling and selection of 10 students from each grade.resultsfindings indicate that courses are popular and effective for students although schools face challenges in terms of administrative facilities. also, the reasons for enhancing students’ interest in work and technology courses were identified and categorized in 17 dimensions among students and in 20 dimensions among teachers.