Factors Affecting Social Constructivism-Based Learning Culture in Bushehr City Schools: A Qualitative Study

Khojasteh Rafeynejad; Ali Akbar Ajam; Hossein Momenimamouei; Mehdi Zirak

doi:10.61838/kman.jayps.2.1.34

Authors

Khojasteh Rafeynejad PhD Student و Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat -e Heydariyeh, Iran Author https://orcid.org/0000-0002-9986-8277
Ali Akbar Ajam Assistant Professor of Department of Educational Sciences, Payame Noor University, Tehran, Iran Author https://orcid.org/0000-0002-3215-9425
Hossein Momenimamouei Associate Professor Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat -e Heydariyeh, Iran Author https://orcid.org/0000-0001-7899-4832
Mehdi Zirak Assistant Professor, Department of Educational Sciences, Torbat Heydariyeh Branch, Islamic Azad University, Torbat Heydariyeh, Iran Author https://orcid.org/0000-0002-3557-7067

DOI:

https://doi.org/10.61838/kman.jayps.2.1.34

Keywords:

Culture, learning, constructivism, schools.

Abstract

Background and Aim: One of the most important and newest viewpoints related to learning and how knowledge is formed is social structuralism. Co-construction is the main mechanism of knowledge construction in social structuralism approaches. These approaches have played an important role in educational and psychological developments and have become the origin of educational and learning methods such as collaborative learning. The purpose of this research was to identify the factors influencing the learning culture based on social constructivism in Bushehr schools. Method: In this research, the qualitative research method of foundation data type was used. Sampling was done purposefully and with the expert network technique, and 16 people participated in the interview. The tool used was a semi-structured interview. To check the validity of the interviews, the method of content validity and face validity was used by 12 experts. Data analysis was based on open, central and selective coding. Results: The results of this research showed that the categories of individual factors, organizational factors and educational factors as causal conditions; The categories of the factors of the environment rich with vitality and dynamic and support as background conditions; categories of coordination and coherence in the educational process; agency and independence of people as intervening conditions; The categories of how to properly design educational programs, qualitative orientation and staying away from inflexible formal educational frameworks and improving group activities and promoting student participation in educational programs as strategies; And the categories of educational effectiveness, educating educated citizens and facilitating adaptability to the environment and the real world were identified as consequences of learning culture based on social constructivism in schools. Conclusion: Based on the paradigm model, it was found that the issue of learning culture based on social constructivism in schools is related to five categories of factors.

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