الزامات پرورش نسل ایده جو و نوآور؛ واکاوی ابعاد و مولفه‌های مهارت‌ ایده‌جویی و نوآوری؛ مبتنی بر رویکرد داده بنیاد

نوع مقاله : مقالات پژوهشی- کیفی

نویسندگان

1 گروه روش ها و برنامه های درسی و آموزشی ، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، ایران.

2 گروه روش‌ها و برنامه‌های درسی و آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، ایران.

3 گروه توسعۀ کارآفرینی، دانشکدۀ کارآفرینی، دانشگاه تهران، ایران.

4 گروه روانشناسی و علوم تربیتی دانشگاه تهران، تهران، ایران

10.22059/jed.2026.379112.654390

چکیده

ایده‌جویی و نوآوری، زمینۀ مساعد پرورش بذر ایده در ذهن افراد را فراهم می‌آورد و در آنان بینشی‌ جدید برای دگرگونه نگریستن، نوآفرینی و خودکارآمدی ایجاد می‌کند. پژوهش حاضر با هدف واکاوی ابعاد، مولفه‌ها و الزامات توسعۀ مهارت‌ ایده‌جویی و نوآوری کودکان متناسب با برنامۀ درسی دوره ابتدایی انجام شد. ازآنجا که مطالعۀ پیش رو، متمرکز بر پیچیدگی معنابخشی انسان بوده و در پی کشف پدیده‌ها از طریق معنابخشی افراد به آنها است، مبنای فلسفی پژوهش بر بنیان پارادایم تفسیری شکل‌گرفت. مطالعۀ حاضر از نظر هدف کاربردی بوده و رویکرد پژوهش، کیفی است. در پاسخگویی به سوالات پژوهش از روش داده‌بنیاد بهره گیری شد. در روش داده‌بنیاد میدان پژوهش معطوف بر متخصصان حوزۀ نوآوری کودک، مدیران خانۀ خلاق، مدیران استارات‌آپ‌های صنایع نرم مرتبط با حوزۀ کودک و منتورهای مراکز رشد پارک‌های علم و فناوری بود. حجم نمونه 12 نفر و نمونه گیری به روش نظری صورت گرفت و ابزار مصاحبۀ عمیقِ نیمه‌ساختاریافته، مورد استفاده قرارگرفت. پس از انجام مصاحبه‌ها و ویرایش و تدوین، دسته بندی از طریق اختصاص نشانگرها صورت گرفت. فرایند تحلیل داده‌ها به شیوۀ کدگذاری سه مرحله‌ای (کدگذاری باز، محوری و انتخابی) انجام پذیرفت. فرایند کدگذاری منجر به شناسایی و استخراج 682 کد و 25 مقولۀ اصلی گردید. نتایج پژوهش، حاکی از مقوله‌های شناسایی شده در قالب مدل پارادایمی معطوف بر شش عامل شامل شرایط سبب‌ساز و علّی(ویژگی‌های فردی کودکان، عوامل اجتماعی، عوامل فرهنگی، ظهور پارادایم‌های نوین)؛ پدیدۀ محوری(مفهوم ایده‌جویی، فرایند ایده‌جویی، گونه‌های ایده‌جویی، ویژگی‌های ایده‌جویی، مفاهیم متقابل و همسو با ایده‌جویی ،کودکانِ ایده‌جو، ابزارهای ایده‌جویی)؛ شرایط زمینه‌ای( ویژگی و مهارت‌های معلمان و مربیان، نقش و اثربخشی خانواده، غنای محیط یادگیری، درجۀ تمرکز برنامۀ‌درسی)؛ عوامل مداخله‌گر(تسهیلگرهای ایده‌جویی، موانع و عوامل تضعیف‌کننده و بازدارنده)؛ استراتژی‌ها (توسعۀ صلاحیت‌های نوآورانه و ایده‌جویانۀ معلمان)، (والدگری همسو با ایده‌جویی)، (توسعۀ برنامۀ درسی با نگرش ایده جویانه)؛ پیامدها(رشد و توسعۀ توانمندی های کودک، آموزش مبتنی بر ایده‌جویی و آفرینشگری، چرخش تحول‌آفرین نقش معلم، فرصت‌آفرینی و توسعۀ تعاملات کودک و اتمسفر مشوق و حمایتگر) است. جهت رواسازی مدل پارادایمی احصا شده، از چهار معیار مثلث سازی، انعطاف پذیری، برازندگی و روایی درونی بهره گرفته شد. ایده‌جویی از یک سو موجب ارتقاء هویت فردی، استقلال و افزایش اعتماد به نفس دانش‌آموزان دورۀ ابتدائی می‌گردد و از سوی دیگر از منظر کاربردی، منجر به حضور فعال کودکان در فعالیت‌های آموزشی و عرصه رویدادهای ویژه دوره ابتدایی می شود. یافته‌های پژوهش نشان می‌دهد که برای قرار گرفتن در معرض ایده‌هایی متعدد، تسلط بر ابزارهای متعدد ضروری است و در ایده‌جویی سیتماتیک و برنامه‌ریزی شده، تکنیک‌های قدرتمندی چون بارش فکری، تریز، اسکمپر، نقشه ذهنی و شش کلاه تفکر از اثربخشی حائز اهمیتی برخوردارند. همچنین نتایج مطالعه مبین آن است که قرار گرفتن در خط آتشِ ایده، یکی از فرایندهای اساسی ایده‌جویی به شمار می رود و گفت‌وگو، یکی از ابزارهای اصلی برای گام نهادن در این خط و قرار گرفتن در معرض یورش ایده‌ها به شمار می‌رود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The requirements of nurturing a generation of creative and innovative ideas; Analyzing the dimensions and components of ideation and innovation skills; Based on the foundation's data approach

نویسندگان [English]

  • sojoodi سجودی 1
  • Marziyeh Dehghani 2
  • Reza zaefarian 3
  • Mohamad Javadi pour 4
1 Department of Curriculum and Instructional Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Iran.
2 Department of Curriculum and Instructional Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Iran.
3 Entrepreneurship Development Department, Faculty of Entrepreneurship, University of Tehran, Iran.
4 Department of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
چکیده [English]

Searching for ideas and innovation provides a favorable environment for cultivating the seeds of ideas in people's minds and creates in them a new insight for looking differently, innovation and self-efficacy. The current research was conducted with the aim of analyzing the dimensions, components and requirements of developing children's idea-seeking and innovation skills according to the primary school curriculum. Since the upcoming study is focused on the complexity of human meaning-giving and seeks to discover phenomena through people's giving meaning to them, the philosophical basis of the research was formed on the basis of the interpretation paradigm. The present study is practical in terms of purpose and the research approach is qualitative. The database method was used to answer the research questions. In the database method, the field of research was focused on experts in the field of children's innovation, managers of creative houses, managers of startups in soft industries related to the field of children, and mentors of growth centers of science and technology parks. The sample size was 12 people and sampling was done by theoretical method and semi-structured in-depth interview tool was used. After conducting interviews and editing, classification was done by assigning markers. The process of data analysis was carried out in a three-stage coding method (open, central and selective coding). The coding process led to the identification and extraction of 682 codes and 25 main categories. The results of the research indicate the categories identified in the form of a paradigm model focused on six factors including causative and causal conditions (individual characteristics of children, social factors, cultural factors, the emergence of new paradigms); central phenomenon (idea-seeking concept, idea-seeking process, idea-seeking types, idea-seeking characteristics, mutual and aligned concepts with idea-seeking, idea-seeking children, idea-seeking tools); contextual conditions (characteristics and skills of teachers and trainers, the role and effectiveness of the family, the richness of the learning environment, the degree of focus of the curriculum); Intervening factors (facilitators of idea seeking, obstacles and weakening and inhibiting factors); strategies (developing innovative and idea-seeking skills of teachers), (parenting aligned with idea-seeking), (developing a curriculum with an idea-seeking attitude); The consequences are (the growth and development of the child's capabilities, education based on ideation and creativity, the transformative rotation of the teacher's role, creating opportunities and developing the child's interactions and encouraging and supportive atmosphere). Four criteria of triangulation, flexibility, appropriateness and internal validity were used to validate the paradigm model. On the one hand, searching for ideas improves the individual identity, independence and self-confidence of elementary school students, and on the other hand, from a practical perspective, it leads to the active participation of children in educational activities and special events of the elementary school. The findings of the research show that to be exposed to multiple ideas, it is necessary to master multiple tools, and in systematic and planned ideation, powerful techniques such as brainstorming, TRIZ, Scamper, Mind map, and Six Thinking hats are effective. Also, the results of the study show that being in the line of fire of an idea is one of the basic processes of searching for ideas, and dialogue is one of the main tools for stepping in this line and being exposed to the onslaught of ideas.

کلیدواژه‌ها [English]

  • Ideation
  • innovation
  • framework
  • problem-based ideation model
  • grounded theory method

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فصلنامه علمی پژوهشی توسعه کارآفرینی
دوره 19، شماره 2
تیر 1405
صفحه 215-237

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