تبیین فرایند تأثیرگذاری برنامه‌ی درسی پنهان در شکل‌گیری اخلاق حرفه‌ای دانشجویان مهندسی

نوع مقاله : مقاله پژوهشی (کاربردی)

نویسندگان

1 کارشناسی ارشد گروه مدیریت و برنامه‌ریزی آموزشی، دانشگاه الزهرا (س)، تهران، ایران.

2 عضو هیئت علمی گروه مدیریت و برنامه‌ریزی آموزشی، دانشگاه الزهرا(س)، تهران، ایران.

10.48301/kssa.2021.254374.1246

چکیده

دانش‌آموختگان رشته‌ی مهندسی بخش عمده‌ای از اخلاق خود را از طریق برنامه‌ی درسی پنهان کسب می‌کنند که در حوزه‌ی مهندسی موضوع با اهمیتی است اما مغفول مانده است. این مطالعه با هدف «تبیین فرایند تأثیرگذاری برنامه‌ی درسی پنهان در شکل‌گیری اخلاق حرفه‌ای دانشجویان مهندسی» انجام شده است، تا با توجه به برنامه‌ی درسی پنهان در محیط‌های آموزشی بتوان اخلاق حرفه‌ای مهندسین را ارتقا داد. در این پژوهش رویکرد کیفی و روش تحقیق پدیدارشناسی مورد استفاده قرار گرفته است. جامعه، تمامی دانشجویان تحصیلات تکمیلی رشته‌های مهندسی در دانشکده­های ایران بوده­اند. نمونه‌گیری هدفمند انجام شد و مصاحبه نیمه‌ساختارمند عمیق با 10 مشارکت‌کننده در خصوص تجربه­زیسته­شان در کسب اخلاق مهندسی در محیط­های آموزشی صورت گرفت. بررسی داده‌ها در نرم افزار MAXQDA در پاسخ  به سؤالات پژوهش به ایجاد 4 کد محوری آموزشگر، شرکای یادگیری، میدان عمل و سیستم آموزشی منجر شد، کدهای محوری از تلفیق 30 کد باز به دست آمده­اند. نتایج و یافته­های حاصل از تحلیل تجربیات زیسته مشارکت­کنندگان، گویای این است که جزئیات محیط آموزشی شامل کدهای محوری به ترتیب مذکور، مورد توجه دانشجویان مهندسی بوده و در شکل‌گیری ضمنی برنامه‌ی درسی اخلاق حرفه­ای دانشجویان مهندسی بسیار تأثیرگذار عمل کرده­اند و فرصت­ها و تهدیدهای زیادی را در زمینه‌ی آموزش ضمنی اخلاق حرفه­ای دانشجویان ایجاد کرده­اند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Explaining the Process of the Effect of Hidden Curriculum on the Formation of Professional Ethics of Engineering Students

نویسندگان [English]

  • Samane Yegane 1
  • Parvin Samadi 2
  • Parvin Ahmadi 2
1 MSc, Department of Management and Educational Planning, Alzahra University, Tehran, Iran.
2 Member Faculty, Department of Management and Educational Planning, Alzahra University, Tehran, Iran.
چکیده [English]

Engineering graduates obtain much of their ethics through a hidden curriculum. The aim of this study was to "explain the process of impact of hidden curriculum on the formation of professional ethics of engineering students" in order to improve the professional ethics of engineers according to the hidden curriculum in educational environments. In this research, phenomenological research method was used. The sample population comprised of all graduate students of engineering disciplines in Iranian faculties and purposeful sampling was conducted with in-depth semi-structured interviews was conducted with 10 participants about their lived experience in acquiring engineering ethics in educational environments. Data analysis in MAXQDA software in response to research questions led to the creation of 4 core codes of training, learning partners, field of action and educational system; axial codes were obtained from the combination of 30 open codes. The findings indicated that the details of the educational environment including the central codes in the mentioned order were considered by engineering students to greatly influence the implicit formation of the professional ethics curriculum of engineering students, creating many opportunities and threats in the field of implicit teaching of students' professional ethics.

کلیدواژه‌ها [English]

  • Engineering ethics
  • Engineering students
  • Hidden curriculum
  • Phenomenology

مراجع

Adibhaj Bagheri, M., Parvizi, S., & Salsali, M. (2011). Qualitative research methods (3 ed.). Boshra. https://www.gisoom.com/book/1751234/
Bahadrinejad, M. (2007). An Approach To Engineering Ethics. Artificial Intelligence and Instrumentation, 1(3), 30-41.
Bielefeldt, A. R., Polmear, M., Knight, D., Canney, N., & Swan, C. (2019). Disciplinary Variations in Ethics and Societal Impact Topics Taught in Courses for Engineering Students. Journal of Professional Issues in Engineering Education and Practice, 145(4), 04019007. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000415
Borenstein, J., Drake, M. J., Kirkman, R., & Swann, J. L. (2010). The Engineering and Science Issues Test (ESIT): A Discipline-Specific Approach to Assessing Moral Judgment. Science and Engineering Ethics, 16(2), 387-407. https://doi.org/10.1007/ s11948-009-9148-z
Burke, R. D., Dancz, C. L. A., Ketchman, K. J., Bilec, M. M., Boyer, T. H., Davidson, C., Landis, A. E., & Parrish, K. (2018). Faculty Perspectives on Sustainability Integration in Undergraduate Civil and Environmental Engineering Curriculum. Journal of Professional Issues in Engineering Education and Practice, 144(3), 04018004. https://doi.org/10.106 1/(ASCE)EI.1943-5541.0000373
Conlon, E., & Zandvoort, H. (2011). Broadening Ethics Teaching in Engineering: Beyond the Individualistic Approach. Science and Engineering Ethics, 17(2), 217-232. https ://doi.org/10.1007/s11948-010-9205-7
Farmarz Qaramalki, A. (2009). Organizational ethics. Saramad. https://www.gisoom.com/bo ok/1640308/
Fathi-Vajargah, K. (2017). Basic principles and concepts of curriculum planning. Elmeostadan. https://www.gisoom.com/book/11328817/
Gernand, J. M. (2015, Nowember 13-19). Educating engineering students on probabilistic risk: Effects on the perception of ethics, professional responsibility, and personal agency. American Society of Mechanical Engineers International Mechanical Engineering Congress and Exposition, Houston, Texas. https://doi.org/10.1115/IMECE2015-53055
Haghighattalab, S., Chen, A., Fan, Y., & Mohammadi, R. (2019). Engineering ethics within accident analysis models. Accident Analysis & Prevention, 129, 119-125. https://doi .org/10.1016/j.aap.2019.05.013
Haghighattalab, S., Chen, A., & Saghamanesh, M. (2018, May 10-13). Is Engineering Ethics Important for Aerospace Engineers? 2nd International Conference on Mechanical, Material and Aerospace Engineering, Wuhan, China. https://doi.org/10.1051/matec conf/201817903009
Harris, J. C. E., Pritchard, M. S., Rabins, M. J., James, R., & Englehardt, E. (2013). Engineering ethics: Concepts and cases (5 ed.). Cengage Learning. https://www.amazon.com/Engin eering-Ethics-Jr-Charles-Harris/dp/1133934684
Hess, J. L., Strobel, J., & Brightman, A. O. (2017). The Development of Empathic Perspective-Taking in an Engineering Ethics Course. Journal of Engineering Education, 106(4), 534-563. https://doi.org/10.1002/jee.20175
Jodki, V., & Ajal Luiyan, R. (2016). Engineering ethics in construction projects. Ethics in science and technology, 11(3), 29-38. https://www.sid.ir/fa/journal/ViewPaper.aspx ?id=287097
Li, H. (2018, December 29-31). The Significance and Development Approaches of Hidden Curriculum in College English Teaching. Proceedings of the 3rd International Seminar on Education Innovation and Economic Management, Penang, Malaysia. https://doi.org/10.2991/seiem-18.2019.68
Maqsoom, A., Wazir, S. J., Choudhry, R. M., Thaheem, M. J., & Zahoor, H. (2020). Influence of perceived fairness on contractors' potential to dispute: Moderating effect of engineering ethics. Journal of Construction Engineering and Management, 146(1), 04019090. https://doi.org/10.1061/(ASCE)CO.1943-7862.0001740
Mehrmohammadi, M. (2017). Curriculum: viewpoints, approaches and perspectives (3 ed.). Samt. https://yektabook.com/product/26201/
Newberry, B. (2004). The dilemma of ethics in engineering education. Science and Engineering Ethics, 10(2), 343-351. https://doi.org/10.1007/s11948-004-0030-8
Nudelman, G., & English, J. (2019). Ethical dilemmas experienced by engineering students during their vacation work. Journal of Professional Issues in Engineering Education and Practice, 145(2), 1-8. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000406
Orón Semper, J. V., & Blasco, M. (2018). Revealing the Hidden Curriculum in Higher Education. Studies in Philosophy and Education, 37(5), 481-498. https://doi.org/10.1007/s11217-018-9608-5
Passow, H. J., & Passow, C. H. (2017). What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review. Journal of Engineering Education, 106(3), 475-526. https://doi.org/10.1002/jee.20171
Polmear, M. R. A. (2019). Faculty Perspectives and Practices Related to Engineering Ethics and Societal Impacts Education [Doctor, University of Colorado at Boulder]. Boulder, Colorado. https://www.proquest.com/openview/6afd91273cc1e216cfc742 30ec421559/1?pq-origsite=gscholar&cbl=18750&diss=y
Porra, V. (2004, June 27-30). A phenomenological approach to ethics education. International Conference on Engineering Education and Research "Progress Through Partnership", Bouzov, Czechia. https://www.ineer.org/Events/iCEER2004/Proceedings/Papers/0361. pdf
Rabins, M. J. (1998). Teaching engineering ethics to undergraduates: Why? What? How? Science and Engineering Ethics, 4(3), 291-302. https://doi.org/10.1007/s11948-998 -0021-2
Riley, D. (2013). Hidden in Plain View: Feminists Doing Engineering Ethics, Engineers Doing Feminist Ethics. Science and Engineering Ethics, 19(1), 189-206. https://doi. org/10.1007/s11948-011-9320-0
Samadi, Y. (2020). Explaining the process of the effect of hidden curriculum on the formation of professional ethics of engineering students [Master, Alzahra]. Tehran, Iran. https: //elmnet.ir/eid/A-0062-7732
Seidel, V. P., Marion, T. J., & Fixson, S. K. (2020). Innovating How to Learn Design Thinking, Making, and Innovation: Incorporating Multiple Modes in Teaching the Innovation Process. Informs Transactions on Education, 20(2), 73-84. https://doi.org/10.1287/ited. 2019.0220
Simpson, Z., Bester, J., Swanepoel, D., & Westman, C. (2018). Ethical demand and first-year civil engineering study: Applying virtue ethics. Journal of Civil Engineering Education, 144(3), 1-26. https://ujcontent.uj.ac.za/vital/access/services/Download/ uj:28536/SOURCE1
Sunderland, M. E. (2019). Using Student Engagement to Relocate Ethics to the Core of the Engineering Curriculum. Science and Engineering Ethics, 25(6), 1771-1788. https:/ /doi.org/10.1007/s11948-013-9444-5
Taajamaa, V., Majanoja, A-M., Bairaktarova, D., Airola, A., Pahikkala, T., & Sutinen, E. (2018). How engineers perceive the importance of ethics in Finland. European Journal of Engineering Education, 43(1), 90-98. https://doi.org/10.1080/03043797. 2017.1313198
Tormey, R., LeDuc, I., Isaac, S., Hardebolle, C., & Cardia, I. V. (2015, June 29 - July 2). The formal and hidden curricula of ethics in engineering education. 43rd annual SEFI conference, Orléans, France. https://www.sefi.be/wp-content/uploads/2017/09/560 39-R.-TORMEY.pdf
Troesch, V. (2015). What is it to be an ethical engineer? A phenomenological approach to engineering ethics pedagogy [Doctor, Michigan Technological University]. Houghton, Michigan. https://www.proquest.com/openview/b2114094c3ba2871bd2 92e9adaf5f721/1?pq-origsite=gscholar&cbl=18750
Weidman, J., Coombs, D., & Bulloch, R. (2017). Simulations in Construction and Engineering Management Education to Explore Professional Challenges. Journal of Professional Issues in Engineering Education and Practice, 143(4), 05017003. https://doi.org/10. 1061/(ASCE)EI.1943-5541.0000335
Yegane, S., Samadi, P., & Ahmadi, P. (2021). Explain the process of the effectiveness of the hidden curriculum in shaping the professional ethics of engineering students. Karafan Quarterly Scientific Journal, -(-), -. https://doi.org/10.48301/kssa.2021.25 4374.1246
فصلنامه علمی کارافن
دوره 19، ویژه نامه
علوم انسانی
مرداد 1401
صفحه 231-254

فایل ها

سابقه مقاله

  • تاریخ دریافت: 17 آبان 1399
  • تاریخ بازنگری: 15 تیر 1400
  • تاریخ پذیرش: 09 شهریور 1400

هم رسانی

ارجاع به این مقاله

آمار