تاثیر آموزش برنامه‌درسی کار و فناوری مبتنی بر تفکر طراحی بر شایستگی هیجانی_ اجتماعی دانش‌آموزان

پژوهش حاضر با هدف تعیین تاثیر آموزش برنامه‌درسی کاروفناوری با تاکید بر رویکرد تفکر طراحی بر شایستگی‌های هیجانی_ اجتماعی دانش‌آموزان دختر انجام شد. این پژوهش نیمه آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه پژوهش دانش‌آموزان دختر دوره متوسطه اول شهرستان بهارستان در سال تحصیلی 1400-1399 بودند. از میان اعضای جامعه 40 نفر به شیوه در دسترس انتخاب و به‌صورت تصادفی در دو گروه مساوی آزمایش و کنترل قرار گرفتند. گروه آزمایش به مدت 12 جلسه 45 دقیقه‌ای تحت آموزش کار و فناوری مبتنی بر تفکر طراحی قرار گرفت و گروه کنترل آموزشی ندید. داده‌ها با پرسشنامه شایستگی هیجانی_اجتماعی جمع‌آوری و با روش آزمون تحلیل واریانس چندگانه ترکیبی در نرم‌افزار spss23 تحلیل شدند. یافته‌ها نشان دادند که میانگین نمرات شایستگی‌های هیجانی_اجتماعی در گروه آزمایش در مقایسه با گروه کنترل، در مرحله پس‌آزمون افزایش معناداری داشته است. با توجه به یافته‌های به‌دست‌آمده از اجرای برنامة آموزشی برنامه درسی کار و فناوری مبتنی بر تفکر طراحی و افزایش معنادار نمرات شایستگی هیجانی اجتماعی دانش‌آموزان در مرحله پس‌آزمون می‌توان گفت که برنامه مذکور اثربخش بوده است. به عبارت دیگر آموزش برنامه درسی کار و فناوری مبتنی بر تفکر طراحی باعث افزایش خرده مولفه‌های شایستگی هیجانی_ اجتماعی (خودآگاهی، تصمیم‌گیری مسئولانه، روابط بین فردی، آگاهی اجتماعی و خود مدیریتی) در دانش‌آموزان دختر شد (0/05>p). در نهایت با استفاده از رویکرد تفکر طراحی فرد می‌تواند از قابلیت‌های فردی و شرایط محیطی خود استفاده موثری کند و به خوبی می‌تواند این قابلیت‌ها و توانایی‌ها را توسعه دهد.

the effect of work and technology training based on design thinking on students’ emotional-social competence

introduction: design thinking, as one of the new learning approaches, is related to the way designers think and process cognitive processes. this method is considered one of the most effective solutions in teaching technology to students. this not only helps technical knowledge and skills but also enhances creativity. other benefits include the development of critical thinking, communication skills, teamwork, self-assessment, independent learning, and evidence-based decision-making. this path helps the individual to nurture social-emotional competencies. on the other hand, social-emotional competence refers to a set of skills, attitudes, and communicative and human abilities that enable the individual to successfully operate in social and interpersonal environments. these competencies include effective communication skills, empathy, cooperation, emotion management, critical thinking in relation to oneself and others, social problem-solving skills, companionship and support for others, and the ability to understand and manage one’s own and others’ emotions. these skills and abilities are of great importance as they play a significant role in the individual’s social, professional, and personal success. subsequently, the components of design thinking can help identify different structures used to refer to social-emotional competencies; therefore, this study has been conducted to investigate the impact of teaching the curriculum of work and technology with a focus on the design thinking approach on the emotional competencies of female students.research question: is the teaching of the work and technology curriculum based on design thinking effective on the emotional-social competencies of students?method: this study was a semi-experimental type with a pre-test-post-test design with a control group. the research population was seventh-grade female students from the first middle school in baharestan city in the academic year 2020-2021. among the members of the community, 40 people were selected with the available tools and divided into two equal experimental and control groups. in this sampling method, classes of a school that was available to the researcher were selected. classes and students select individuals who have academic records, age 13 to 15 years, no receipt of design thinking training, and no receipt of any educational and research intervention in the past three months. the criterion for leaving the study was the lack of cooperation of students with groups and designated activities. the experimental group underwent 12 sessions of 45-minute work and technology education based on design thinking, and the control group did not receive any training. the collected data were obtained using the social-emotional competency questionnaire (zhou & ee., 2012). in the present study, the reliability obtained with cronbach’s alpha coefficient for each dimension of self-awareness was .65, social awareness was .71, self-management was .86, relationship management was .67, and responsible decision-making was .72 and overall, .71 was obtained and analyzed by multivariate composite analysis, which took place in spss-23 software.findings: the results of multivariate analysis of covariance showed that work and technology education based on design thinking changed all variables of social-emotional competencies of students. based on the effect size, it can be said that .19 percent of changes in self-awareness, .29 percent of changes in social awareness, .33 percent of self-management, .20 percent of changes in relationship management, and .34 percent of changes in responsible decision-making are due to the effect of education based on design thinking. therefore, the results showed that the experimental and control groups were different in the post-test with pre-test variables of emotional-social competence; in other words, work and technology education based on design thinking improved the components of emotional-social competence (self-awareness, responsible decision-making, interpersonal relationships, social awareness, self-management) in female students, p<.05.discussion and conclusion: the work and technology education program, based on the design thinking approach, seeks to enhance emotional-social competencies, increase self-awareness, and the ability to manage emotions and relationships with others through increasing social awareness and self-awareness of female students. in social activities, it is important that individuals can work effectively in different groups and have criticism acceptance and relationship management. this is especially true in the design thinking process that requires group work. successful results are only achieved when group members can communicate effectively and make responsible decisions together. when individuals are able to make responsible decisions and overcome challenges, they can have a positive impact on their society. in this study, students have shown positive personality traits such as leadership, respect, and perseverance during the use of the design thinking process. these features, including perseverance, problem-solving, and respect for different opinions, are all important aspects of social competencies. in addition, one of the key stages of the design thinking process is empathy. at this stage, students should consider the experiences, social contexts, and knowledge of others in a comprehensive and pervasive way. by practicing empathy, students can gain a deeper understanding of how different contexts are understood by others, which can help grow emotional-social competence.