بررسی میزان تحقق رویکرد زمینه‌محور در درس علوم پایه ششم: از منظر محتوا و اجرا

پژوهش در برنامه ریزی درسی

دوره 19، شماره 75، اسفند 1401، صفحه 131-144   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2023.1977185.2282

نویسندگان

زینب فاضلی¹؛ معصومه جلیلیان²؛ زهرا رحیمی^{* 3}

¹دانش‌آموختۀ کارشناسی ارشد آموزش و پرورش ابتدایی، دانشگاه علامه طباطبائی، تهران، ایران.

²دانش‌آموختۀ کارشناسی ارشد برنامه‌ریزی درسی، دانشگاه علامه طباطبائی، تهران، ایران.

³استادیار گروه آموزش و پرورش، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

چکیده

هدف این مطالعه تحلیل محتوای کتاب علوم پایه ششم و بررسی میزان موفقیت این کتاب در پرداختن به رویکرد زمینه­محور و نیز میزان اجرایی شدن آن از منظر معلمان این پایه است. در بخش نخست از تحلیل محتوای آنتروپی شانون برای تحلیل کتاب علوم ششم سال تحصیلی ۱۴۰۲-۱۴۰۱، به کمک چک‌لیست استفاده شد. ‌‌‌‌‌جامعه آماری بخش دوم، شامل معلمانی است که در سال تحصیلی ۱۴۰۲-۱۴۰۱ در پایه ششم ابتدایی مناطق ۶ و ۱۸ شهر تهران مشغول تدریس بودند. محاسبه حجم نمونه با استفاده از جدول نمونه­گیری کرجسی-مورگان، ۱۰۳ نفر برآورد شد. برای گردآوری داده‌ها از پرسشنامه استفاده شد. طبق یافته­ها ضریب اهمیت مؤلفه‌های پژوهش محوری، یادگیری مشارکتی و ارتباط تئوری و عمل بیشتر و مسئله­محوری و کاربردی­سازی کمتر از بقیه است. به­علاوه به‌جز مؤلفه ارتباط تئوری و عمل و کاربردی سازی، سایر مؤلفه­ها حین آموزش توسط معلمان مورد توجه قرار می­گیرند.

کلیدواژه‌ها

رویکرد زمینه‌محور؛ کتاب درسی علوم؛ دوره ابتدایی

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