شناخت پژوهی مطالعات سیاسی

شناخت پژوهی مطالعات سیاسی

واکاوی پدیدارشناسانه‌ی تجارب دانشجویان علوم سیاسی از چالش‌های بنیادین در فرآیند یادگیری و آموزش دروس تخصصی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری علوم سیاسی دانشگاه تهران، تهران، ایران
2 کارشناسی ارشد رشته علوم سیاسی، دانشکده علوم انسانی، دانشگاه پیام نور قوچان، قوچان، ایران
چکیده
پژوهش حاضر با هدف تحلیل پدیدارشناسانه‌ی تجارب زیسته‌ی دانشجویان علوم سیاسی از چالش‌های اساسی فرایند یادگیری و تدریس دروس تخصصی این رشته انجام شده است. این مطالعه با اتخاذ رویکرد کیفی و بهره‌گیری از راهبرد پدیدارشناسی تفسیری انجام شده است. جامعه پژوهش را دانشجویان مقاطع تحصیلات تکمیلی رشته علوم سیاسی در دانشگاه‌های ایران در سال ۱۴۰۳ تشکیل دادند. نمونه‌گیری به شیوه هدفمند و با رعایت معیار اشباع نظری صورت گرفت و طی آن با ۱۸ دانشجو مصاحبه نیمه ساختار یافته‌ی عمیق انجام شد. داده‌های گردآوری‌شده بر مبنای نظریه داده بنیاد و از طریق کدگذاری سه مرحله‌ای (باز، محوری و گزینشی) تحلیل شدند. یافته‌ها حاکی از آن است که چالش‌های تجربه شده توسط دانشجویان در قالب ۷ مقوله اصلی شامل: «ویژگی‌های فردی»، «برنامه درسی و ارزشیابی»، «اخلاق‌گرایی»، «دوره‌های آموزشی»، «منابع و امکانات»، «مسائل سازمانی» و «ارزیابی» دسته‌بندی شدند. این مقولات در سه حوزه‌ی کلی چالش‌های آموزشی، زیرساختی و فردی سازمان‌دهی شدند. نتایج نشان داد که تحقق فرایند یادگیری مؤثر مستلزم تدوین برنامه‌های ارتقای توانمندی آموزشی اساتید، بهبود زیرساخت‌های فیزیکی و تجهیزاتی و بازنگری در سرفصل‌های درسی به‌منظور تسهیل پیوند میان دانش نظری و مهارت عملی است. این پژوهش بر ضرورت تدوین یک برنامه راهبردی جامع جهت بهره‌گیری بهینه از ظرفیت‌های آموزشی، ارتقای فرایند یاددهی- یادگیری و کاهش تنگناهای ساختاری در آموزش دروس علوم سیاسی تأکید می‌ورزد.
کلیدواژه‌ها

عنوان مقاله English

Phenomenological Analysis of Political Science Students' Experiences of Fundamental Challenges in the Learning and Teaching Process of Specialized Courses in this Field

نویسندگان English

Mohammad Reza Salehi Vasigh 1
Ali Akbarpour Almeh Joghi 2
1 PhD Student in Political Science, University of Tehran, Tehran, Iran
2 Master of Arts in Political Science, Faculty of Humanities, Payam Noor University of Quchan, Quchan, Iran
چکیده English

This study conducts a phenomenological analysis of political science graduate students' lived experiences regarding fundamental challenges in learning and teaching specialized courses in Iranian universities (2023). Adopting a qualitative interpretive phenomenological approach, the research employed purposive sampling with theoretical saturation, conducting in-depth semi-structured interviews with 18 students. Using grounded theory methodology with three-stage coding (open, axial, selective), the findings identified seven core challenge categories: individual characteristics, curriculum and evaluation, ethical orientations, training courses, resources and facilities, organizational issues, and assessment. These were organized into three domains: educational challenges, infrastructural challenges, and individual challenges. The results demonstrate that effective learning requires: developing faculty teaching competencies, improving physical and equipment infrastructure, and revising curricula to bridge theoretical knowledge and practical skills. The study emphasizes the necessity of developing a comprehensive strategic program to optimize educational capacities, enhance teaching-learning processes, and reduce structural obstacles in political science education.

کلیدواژه‌ها English

Educational Challenges
Infrastructural Challenges
Individual Challenges
Teaching Courses
Political Science Field

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دوره 2، شماره 2 - شماره پیاپی 5
فصل تابستان
تابستان 1404
صفحه 84-110

  • تاریخ دریافت 05 اردیبهشت 1404
  • تاریخ بازنگری 21 اردیبهشت 1404
  • تاریخ پذیرش 16 تیر 1404