کشف ابعاد تدریس مبحث ذرات زیراتمی درس شیمی، پایه دهم، براساس نظریه PCK، با روش دلفی

پژوهش در برنامه ریزی درسی

دوره 20، شماره 77، بهمن 1402، صفحه 1-15   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2024.1998967.2402

نویسندگان

مهشید ترکمان اسدی^{* 1}؛ مصطفی قادری²؛ محبوبه خسروی²؛ بهرام صالح صدق پور³؛ علیرضا کرمی گزافی⁴

¹دانشجوی دکتری برنامه‌ریزی درسی ، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

²دانشیار گروه برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

³دانشیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران

⁴استادیار گروه شیمی، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران

چکیده

مقاله حاضر به بررسی و شناسایی ابعاد تدریس در مبحث ذرات زیراتمی کتاب شیمی، پایه دهم بر اساس مدل دانش محتوای تربیتی (PCK) مگنوسان، کراجکیک و بورکو (Magnusson, Krajcik & Borko, 1999) می‌پردازد. در این پژوهش دو مؤلفه «دانش راهبردهای آموزشی» و «دانش نسبت به فهم دانش‌آموزان از علوم» انتخاب و مورد بررسی قرار گرفت. رویکرد پژوهشی این مطالعه بر مبنای پژوهش‌های آمیخته با طرح اکتشافی متوالی، با استفاده از روش دلفی در سه دور انجام شد. مجموعه مشارکت‌کنندگان پژوهش را 33 نفر از دبیران شیمی تشکیل دادند که ابتدا به روش نظری و سپس گلوله برفی انتخاب شده بودند. در دور اول، یک مصاحبه نیمه‌ساختاریافته انجام و نتایج مصاحبه از طریق کدگذاری باز و محوری تحلیل شد. در دور دوم، مبتنی بر نتایج حاصل از کدگذاری دور اول، یک پرسشنامه بسته‌پاسخ طراحی شد. سپس در اختیار متخصصان قرار گرفت و پاسخ‌های آنها، از طریق تحلیل عامل کیو بررسی گردید. در دور سوم، با حذف سؤالات اضافی، مجدداً پرسشنامه در اختیار متخصصان قرار گرفت. در پایان با استفاده از تحلیل عامل کیو، هشت بعد برای تدریس مبحث ذرات زیراتمی، بر اساس مفهوم دانش محتوای تربیتی (PCK)، بدین ترتیب بدست آمد: «نماد پردازی تصویری»؛ «فعالیت­های یادگیری»؛ «تمرین مهارت­های ریاضی»؛ «راهبردهای توضیحی - تعاملی در تدریس»؛ «منشأ بدفهمی­ها»؛ «بدفهمی­های ماهیت و پایداری»؛ «رفع بدفهمی­ها» و «پیش‌نیازها» بدست آمد.

کلیدواژه‌ها

آموزش شیمی؛ بدفهمی؛ PCK؛ روش دلفی؛ مبحث ذرات زیراتمی

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