تحلیل سؤالات کتب علوم دورۀ ابتدایی با استفاده از ابزار ارزیابی سبک سؤالات کتاب درسی لووری و لئونارد

پژوهش در برنامه ریزی درسی

دوره 18، شماره 69، شهریور 1400، صفحه 186-199   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2021.1901042.1654

نویسندگان

مهدیه روحی¹؛ فیروز محمودی^{* 2}

¹دانشجوی کارشناسی ارشد برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، گروه علوم تربیتی، تبریز، ایران

²دانشیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران

چکیده

این پژوهش با هدف اصلی تحلیل سبک­ سؤالات کتاب­های علوم دورۀ ابتدایی با استفاده از TQSAI بود. جامعۀ آماری پژوهش کتاب‌های علوم دورۀ ابتدایی چاپ 1398 و نمونۀ آماری سؤالات کتاب­های علوم بود. روش تحقیق از نوع تحلیل محتوا ( تحلیل سؤالات) و ابزار مورد استفاده، ابزار ارزیابی سبک­های پرسش‌های کتاب درسی لووری و لئونارد (1978) بود. روایی این مقیاس بر اساس روایی محتوایی مورد تأیید متخصصان قرار گرفت و پایایی این روش نیز با استفاده از پایایی ضریب توافق کاپای کوهن محاسبه شد که 89/0 به دست آمد. نتایج تحلیل سؤالات کتاب­های درسی علوم در شش پایه نشان داد که فراوانی سؤالات باز (05/54 درصد) در پایۀ اول و (3/47 درصد) در پایۀ ششم نسبت به سایر دوره­ها بیشتر بود. فراوانی سؤالات متمرکز در کتاب علوم پایۀ دوم (1/13درصد)، پایۀ سوم 5/37 درصد، پایۀ چهارم 3/39 درصد و پایۀ 7/47 درصد بود. بررسی کتاب‌های درسی علوم تجربی دورۀ ابتدایی نشان داد سؤالات تجربی بیشتر از نوع سؤالات سازماندهی است. این موضوع نشان می‌دهد که باید برای طراحی سؤالات سطح بالا و انواع دیگر سؤالات تجربی، توجه بیشتری نشان داد؛ بنابراین بهتر است مؤلفان کتب درسی علوم بین سؤالات سطح بالا و سؤالات سطح پایین تعادل ایجاد کنند. 

کلیدواژه‌ها

سبک سؤال‌های کتاب درسی؛ تحلیل نوع سؤال‌های درس علوم؛ ابزار تحلیل سبک سؤال‌های کتابهای علوم لوری و لئونارد

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