طراحی و اعتبارسنجی الگوی برنامه ‌درسی زمینه- محور با تاکید بر ارتباط‌گرایی برای آموزش علوم تجربی

پژوهش در برنامه ریزی درسی

دوره 18، شماره 71، اسفند 1400، صفحه 197-216   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2022.1942886.2014

نویسندگان

سعید اسدپور¹؛ علیرضا عصاره²؛ غلامعلی احمدی³؛ محمدرضا امام جمعه⁴

¹دانشجوی دکتری برنامه ریزی درسی دانشگاه تربیت دبیرشهید رجایی، تهران، ایران.

²دانشیار گروه علوم تربیتی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران.

³دانشیار گروه علوم تربیتی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

⁴دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

چکیده

پژوهش حاضر با هدف طراحی و اعتبارسنجی الگوی برنامه درسی زمینه- محور با تاکید بر ارتباط­گرایی برای آموزش علوم تجربی متوسطه اول انجام شد. روش پژوهش از نوع آمیخته و طرح اکتشافی است. در بخش کیفی از روش تحلیل محتوای کیفی جهت دار برای طراحی الگو و در بخش کمی از روش پیمایشی برای اعتبارسنجی الگو استفاده شد. داده­ها از طریق اسناد بالادستی و متون علمی در بازه زمانی 2020- 2000 و مصاحبه نیمه ساختار یافته به روش نمونه گیری هدفمند و گلوله برفی با 10 نفر از صاحب نظران گردآوری گردید. روش تحلیل داده ها در بخش کیفی، کدگذاری استقرایی و در بخش کمی، تحلیل عاملی تأییدی، شاخص­های توصیفی میانگین، انحراف معیار و آزمون استنباطی کندال (w) بود. پس از دستیابی به الگوی پیشنهادی از طریق پرسشنامه محقق­ساخته با 30  نفر از صاحب‌نظران  به روش نمونه گیری هدفمند جهت اعتبارسنجی الگو نظرخواهی شد. از جمله نتایج به دست آمده در این پژوهش، 72 کد محوری مربوط به ویژگی­های عناصر منطق، هدف، محتوا، نقش معلم، فعالیت­های یادگیری، گروه بندی، منابع، زمان، مکان و ارزشیابی بود. در مرحله کمی، پس از تحلیل عاملی تأییدی پرسش­نامه محقق­ساخته توسط نرم افزار PLS، 2 متغیر به دلیل داشتن بار عاملی کمتر از 5/0 از الگوی اولیه حذف شده و الگوی اصلاح شده، با 70 متغیر، پس از تحلیل عاملی تأییدی و برازش مناسب و همچنین بررسی توافق صاحب­نظران، اعتبارسنجی و ارائه شد.

کلیدواژه‌ها

برنامه‌درسی؛ زمینه- محور؛ ارتباط‌گرایی؛ علوم تجربی

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