سنتزپژوهی مؤلفه‌های دانش محتوایی - تربیتی (pck) معلمان علوم: ارائۀ الگوی مفهومی

پژوهش در برنامه ریزی درسی

دوره 19، شماره 72، خرداد 1401، صفحه 18-33   

نوع مقاله: مقاله مروری

شناسه دیجیتال (DOI): 10.30486/jsre.2022.1942179.2005

نویسندگان

طیبه نعمتی¹؛ جواد کیهان^{* 2}؛ جهانگیر یاری حاج عطالو³

¹دانشجودکتری برنامه درسی، دانشگاه آزاد تبریز،تبریز،ایران

²استادیار، عضو هیات علمی دانشگاه آزاد واحد ارومیه، ارومیه، ایران

³استادیار، عضو هیات علمی دانشگاه آزاد واحد تبریز، تبریز، ایران

چکیده

دانش محتوایی- تربیتی (pck ) معلمان علوم ماهیت پیچیده‌ و متنوعی دارد. هدف از مطالعۀ حاضر بررسی مطالعات در این حوزه و به دست آوردن یک نتیجۀ هماهنگ از مؤلفه‌ها و زیرمؤلفه‌های pck و استخراج مؤلفه‌هایی است که بیشتر مورد تحقیق قرار گرفته‌اند. نتایج این تحقیق می‌تواند برای پژوهشگرانی که درصدد شناسایی یا توسعه pck گروه خاصی از معلمان در موضوع خاصی است مفید باشد. روش تحقیق، سنتزپژوهی از نوع فرا‌ترکیب بوده و تحلیل داده‌ها با الگوی هفت مرحله‌ای سنتزپژوهی مارش انجام گرفت. جامعۀ آماری، مقالات و پایان‌نامه‌های معتبر در حوزۀ pck است و بر اساس معیارهای ورود 118 مقاله شناسایی و بر اساس معیارهای خروج 41 مقالۀ پژوهشی برای تحلیل انتخاب شدند. گردآوری و ثبت اطلاعات توسط فرم طراحی شده توسط محققان انجام گرفته و کدگذاری‌های باز و محوری توسط دو ارزشیاب مستقل انجام شده و از فرمول ضریب کاپای کوهن میزان توافق بین ارزشیابان 73/0 به دست آمد. پنج بعد، 1-دانش آموزشی  2-دانش فراگیران 3- دانش زمینه 4- دانش برنامۀ درسی 5- دانش ویژۀ موضوعات درسی خاص شناسایی شد. سه بعد دانش آموزشی ، فراگیران و برنامۀ درسی معلمان بیشتر از سایر مؤلفه‌ها مورد تحقیق بوده‌اند.

کلیدواژه‌ها

دانش محتوایی- تربیتی (pck)؛ مؤلفه‌های pck؛ صلاحیت‌های حرفه‌ای معلمان علوم

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