نوع مقاله : مقاله پژوهشی
نویسنده
دانشجوی دکتری علوم تربیتی ،فلسفه تعلیم و تربیت،دانشگاه پیام نور،تهران،ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
The present study aimed to analyze David Hunt's conceptual systems teaching model and examine its implications for education in the digital age. This model, which is based on conceptual systems theory and cognitive complexity, emphasizes the need to adapt teaching strategies to the conceptual level of learners and shows that the effectiveness of education increases when activities and the learning environment are coordinated with the cognitive capacities of each individual. In digital contexts, such an approach can create greater effectiveness by utilizing adaptive technologies and personalized learning paths. The research method was qualitative and based on inductive content analysis, and data were collected from 59 domestic and foreign scientific sources (2010-2024) with purposive sampling and analyzed with three-stage coding. The findings showed that the successful implementation of Hunt's model in digital environments requires the synergy of three categories of causal factors, such as the need for personalized learning; contextual factors such as technological infrastructure and institutional support; and intervening factors include teachers' professional preparation and attitude towards innovation. The identified educational outcomes included promoting deep learning, strengthening metacognitive and self-regulation skills, increasing engagement and motivation, and reducing surface learning. The conclusion suggests that Hunt's model, if intelligently adapted to the requirements of digital education, can be a valid framework for designing effective educational programs in the 21st century and provide practical guidance for educational designers, teachers, and policymakers.
کلیدواژهها [English]
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