| چکیده انگلیسی مقاله |
rpose: The curriculum of the artistic research method can increase the interest and motivation of professors and students university in teaching and learning it. Therefore, the purpose of this research was to designing a research method curriculum pattern with an emphasis on artistic researches.
Methodology: This study was applied in terms of purpose and descriptive from type of qualitative in terms of implementation method. The statistical population of this research was all expert professors of educational sciences and domestic articles (1380-1402) and foreign articles (2009-2023) related to the research field, which according to the principle of theoretical saturation and with the purposive sampling method were selected as samples 20 professors and 40 articles. The research tools were included semi-structured interviews with professors and note-taking of articles, which their validity was confirmed by the triangulation method and their reliability was obtained by the agreement coefficient method between the two coders, 0.82. The data of this research were analyzed with using the theme analysis method with the rhizomatic approach in MAXQDA software.
Findings: The analyses of this research showed that for the research method curriculum with an emphasis on artistic researches were identified 13 core themes including original thinking (with four developmental categories including understanding similarities, understanding dissimilarities, understanding contrast and understanding differentiation), cognitive thinking (with four developmental categories including mindfulness thinking, phenomenological thinking, linguistic thinking and contemplative thinking), aesthetic thinking (with four developmental categories including perfectionism sense, aesthetic sense, cognitive elegance sense and cognitive manifestation sense), intuitive thinking (with three developmental categories including assessing the feasibility of arranging different elements, drawing inspiration from philosophy and understanding the ideology of the work), reflective thinking (with three developmental categories including assessing awareness, promoting self-awareness and avoiding haste), systemic thinking (with three developmental categories including elements of systemic analysis, systemic analysis and systemic review), creative thinking (with three developmental categories including angles of creativity, implications of creativity and combination of creativity), emergent thinking (with two developmental categories including research heuristic values and crystallization of multidimensional insight), critical thinking (with four developmental categories including critical attitude, critical thinking explorations, critical attachments and critical thinking philosophy), semantic thinking (with four developmental categories including existence semantics, human semantics, relations semantics and discontinuities semantics), communicative rational thinking (with two developmental categories including rationality and rationality empowerment), interdisciplinary thinking (with four developmental categories including scientific deviation, initiative, agreegability and transdisciplinary understanding), and wise thinking (with three developmental categories including rationality understanding, usefulness understanding and fairness understanding). Finally, based on the identified core themes a research method curriculum pattern with an emphasis on artistic researches was designed.
Conclusion: Based on the obtained findings, the research method curriculum pattern with an emphasis on artistic researches should be based on combined and integrated methods and by creatively utilizing them should be improved the research method curriculum with an emphasis on artistic researches. |
| کلیدواژههای انگلیسی مقاله |
برنامهدرسی,روش پژوهش,پژوهشهای هنری,تفکر شناختی,تفکر سیستمی,تفکر خلاق,تفکر انتقادی |