بررسی وضعیت درک دانشجو- معلمان آموزش علوم تجربی از ماهیت علم تجربی: مطالعه موردی مراکز تربیت‌معلم تهران

پژوهش در برنامه ریزی درسی

مقاله 6، دوره 15، شماره 58، مهر 1397، صفحه 79-94   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2018.543728

نویسندگان

محمد ظاهری^{* 1}؛ صابر عبدالملکی²؛ لیلا فرجادمند³

¹کارشناس ارشد تحقیقات آموزشی ، تهران، ایران

²دانشجوی دکتری برنامه ریزی درسی دانشگاه علامه طباطبائی، تهران، ایران.

³1. دانشجوی کارشناسی ارشد مدیریت آموزشی دانشگاه پیام نور تهران، تهران، ایران.

چکیده

پژوهش
حاضر به‌منظور بررسی میزان درک دانشجو- معلمان آموزش علوم تجربی از ماهیت علم
تجربی در مراکز تربیت‌معلم استان تهران انجام شد. روش پژوهش مذکور، توصیفی - زمینه‌یابی
است. جامعة آماری پژوهشی تمامی دانشجو - معلمان زن و مرد رشته آموزش علوم تجربی
است که تعداد آن‌ها 300 نفر بودند. با توجه به تعداد کم‌حجم جامعه برای نمونه‌گیری
از روش سرشماری استفاده گردید. برای اندازه‌گیری درک دانشجو- معلمان از ماهیت علم
تجربی از پرسشنامه‌ای محقق ساخته استفاده شد. روایی محتوایی این پرسش‌نامه توسط
متخصصان مورد بررسی قرار گرفت. همچنین روایی سازه آن نیز از طریق تحلیل عاملی
اکتشافی تأیید شد. پایایی پرسشنامه با استفاده از روش آلفای کرونباخ (84/0=)
محاسبه شد. داده‌های پژوهش از طریق آمار توصیفی (مانند فراوانی، درصد فراوانی انحراف
معیار) و آمار استنباطی (مانند آزمونتی و همبستگی) با استفاده از نرم‌افزار spss مورد تحلیل شدند. یافته‌ها نشان داد که
دانشجو - معلمان آموزش علوم تجربی درک درست و کافی از ماهیت کلی علم تجربی و مؤلفه‌های
آن (مبانی فلسفی علم تجربی، مراحل مختلف روش علمی و دستاوردهای علم تجربی) ندارند
و بین سابقه تدریس دانشجو - معلمان آموزش علوم تجربی و درک آن‌ها از ماهیت علم
تجربی رابطه معنی‌داری وجود ندارد. همچنین بین عملکرد دانشجو - معلمان با درک
ماهیت علم تجربی همبستگی معنی‌داری وجود داشت و از نظر جنسیت نیز در درک ماهیت
علمی تفاوت معنادار مشاهده شد.

کلیدواژه‌ها

روش علمی؛ دستاوردهای علم تجربی؛ مبانی فلسفی علم تجربی؛ ماهیت علم تجربی؛ آموزش علوم تجربی

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