شناسایی مؤلفه‌های فرهنگ یادگیری دانش‌آموزان دورۀ اول ابتدایی: رویکردی قوم‌نگارانه

پژوهش در برنامه ریزی درسی

دوره 19، شماره 72، خرداد 1401، صفحه 137-151   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2022.1945102.2039

نویسندگان

نیلوفر فرج پور^{* 1}؛ هادی پورشافعی²؛ محمد اکبری²

¹دانش آموخته دکتری رشته برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران

²دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران

چکیده

پژوهش حاضر با هدف شناسایی مؤلفه­های فرهنگ یادگیری دانش‌آموزان دورۀ اول ابتدایی و با استفاده از روش قوم‌نگاری انجام شد. محدودۀ پژوهش حاضر، مدارس ابتدایی دورۀ اول شهر داراب (استان فارس) در سال تحصیلی 1398-1399 بود که با استفاده از روش نمونه‌گیری هدفمند، 12 کلاس از 6 مدرسه برای مشاهده و مصاحبۀ قوم‌نگارانه با معلمان و دانش­آموزان انتخاب شد. برای تجزیه و تحلیل داده­های حاصل از مشاهدۀ مشارکتی و مصاحبۀ قوم‌نگارانه، از روش نظام­دار منسوب به استراوس و کوربین استفاده شد. بر اساس این رویکرد، داده­ها در سه سطح کدگذاری باز، محوری و گزینشی مورد تجزیه و تحلیل قرار گرفت. اعتبار کدهای تنظیم شده و صحت یافته­ها با استفاده از روش مرور همتایان و کنترل اعضا بررسی شد. پایایی کدگذاری­های انجام شده نیز با استفاده از روش توافق کدگذاران و ضریب کاپای کوهن 88/0 و 86/0 محاسبه شد. یافته­های پژوهش نشان داد که فرهنگ یادگیری دانش‌آموزان ابتدایی دارای 6 مؤلفۀ «ارزشیابی، روابط و تعاملات، انگیزش تحصیلی، محیط یادگیری، رفتارهای آموزشی دانش­آموزان و مدیریت فعالیت­های یاددهی-یادگیری» است. به طور کلی طبق مشاهدات انجام شده در فرهنگ یادگیری دانش‌آموزان ابتدایی دورۀ اول، معلم‌محور و مرکز اصلی کلاس بوده و فرایندهای یاددهی-یادگیری را هدایت و کنترل می­کند.

کلیدواژه‌ها

دانش‌آموزان ابتدایی؛ زمینۀ فرهنگی؛ مؤلفه‌های فرهنگ یادگیری

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