تحلیل برنامه درسی مطالعات اجتماعی پایه های چهارم، پنجم و ششم ابتدایی بر اساس سبک های یادگیری
محورهای موضوعی :
آموزش و پرورش
سیدبهاالدین کریمی
1
,
یوسف ادیب
2
,
فیروز محمودی
3
,
رحیم بدری
4
1 - دانشجوی دکترای برنامه‌ریزی درسی دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران
2 - استاد دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران
3 - دانشیار دانشکده دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران
4 - استاد دانشکده علوم تربیتی و روان شناسی، دانشگاه تبریز، تبریز، ایران
تاریخ دریافت : 1397/01/22
تاریخ پذیرش : 1399/10/08
تاریخ انتشار : 1399/09/01
کلید واژه:
تحلیل برنامه درسی,
سبکهای یادگیری,
مطالعات اجتماعی و روش آنتروپی شانون,
چکیده مقاله :
این پژوهش با هدفتحلیل برنامه درسی مطالعات اجتماعی پایههای چهارم، پنجم و ششم ابتدایی بر اساس سبکهای یادگیری وارک انجام شد. روش پژوهش توصیفی از نوع تحلیل محتوا با بکارگیری روش آنتروپی شانون است.جامعه آماری شامل برنامههای درسی(هدف، محتوا، روش تدریس و ارزشیابی) پایههای چهارم، پنجم و ششم ابتدایی است. نمونه آماری برنامههای درسی مطالعات اجتماعی است. برای تحلیل برنامههای درسی(قصد شده) با هر یک از سبکهای یادگیری ابتدا اهداف مندرج در کتابهای درسی، سپس محتوا کتاب درسی و برای بررسی روشهای پیشنهادی به تحلیل کتاب راهنمای تدریس پرداخته شد. در بخش ارزشیابی، سوالات کتابهای درسی و راهنمای تدریس تحلیل گردید. ابزار پژوهش، چک لیست وارسی سبکهای یادگیری وارک(1998) بود که براساس پیشینه و پرسشنامه سبک های یادگیری وارک تدوین و به تأیید 6 نفر از متخصصان حوزه مطالعات برنامه درسی و روانشناسی تربیتی رسید و نظرات آنها در طراحی نهایی چک لیست اعمال و روایی محتوایی چک لیست تأیید شد. به منظور حصول اطمینان از پایایی، کدگذاریهای تحلیل در اختیار سه پژوهشگر قرار داده شد و درصد توافق آنها 88/ برآورد شد. نتایج نشان داد در برنامه درسی مطالعات اجتماعی(هدف، محتوا، روش تدریس و ارزشیابی) چهارم ابتدایی سبک شنیداری رتبه اول و دیداری رتبه پنجم، در برنامه درسی پنجم ابتدایی سبک شنیداری رتبه اول و سبک ترکیبی رتبه پنجم است و در نهایت در ششم ابتدایی سبک خواندن/ نوشتن رتبه اول و سبک دیداری رتبه پنجم است. بنابراین سبک ارجح برنامههای درسی مطالعات اجتماعی چهارم و پنجم ابتدایی سبک شنیداری و ششم ابتدایی سبک خواندن/ نوشتن است.
چکیده انگلیسی:
The purpose of this study was to analyze the content of social studies textbooks at fourth, fifth and sixth grades of elementary school based on the VARK'S learning styles. It was a content analysis descriptive research using Shannon entropy method. The population included the curriculum (purpose, content, Teaching –learning activities and evaluation) of the fourth, fifth, and sixth grades. The sample of curricula is social studies subject. In order to analyze the existing curriculum (intended) with each learning style, the objectives of the textbooks were first studied, then the content of the textbook was examined. For analyzing the Teaching –learning activities we analyzed the Teacher guide book. In the evaluation component, the textbooks questions and the Teacher guide book were analyzed. The research tool was a checklist of VARK'S learning styles (1998). Based on VARK'S learning style questionnaire, 6 experts from the field of curriculum and psychology were received and their views were confirmed in the final design of the checklist and the content validity of the checklist. In order to ensure reliability, analytical coding was provided to three researcher and an agreement rate of 88% was estimated. The results showed that in the social textbooks (purpose, content, Teaching –learning activities and evaluation) at the fourth elementary grade, the Auditory style was in the first and the visual style in the fifth rank. At fifth grade, the auditory style was at the first and the combinative style in the fifth rank and finally at the sixth grade, the reading / writing style was in the first and visual style in fifth rank. Therefore, it can be said that the preferred style in social studies curriculum is the auditory style at the fourth and fifth grades and reading / writing style in the sixth grade
منابع و مأخذ:
Abdi, A and Babaii, B. (2011). Textbooks Content Analysis of Social Studies and Natural Sciences (Courses) of Secondary School Based on Emotional Intelligence Components. Journal of Curriculum Research, Vol 3, No 2, pp 1-31. (In Persian).
Azadmanesh Y, Azimian J, Zeighami R, Jahani-Hashem H. (2013). Correlation between learning styles and the characteristics of nursing and midwifery students in Qazvin University of Medical Sciences using the VARK model. 3 JNE, 2 (1); 27-35. (In Persian).
Burskey, Cynzthia, M. (2004). Assessment of learning styles at the Eastern Caribbean Institute of agriculture and identification of teaching methods used by instructors. Thesis of Agriclutre at West Virginia University.pp 45-78.
Coffield F, Moseley D, Hall E, Ecclestone K. (2004). Learning Styles and Pedagogy in Post-16 Learning: a Systematic and Critical Review. London, UK: Learning Skills and Research Centre; pp: 41-82.
Fallahian, N. (2011). Social studies. The Office of Elementary and Secondary Textbooks, Ministry of Education Research and Planning Organization. Pp 45 (In Persian).
Fang, AL. (2002). Utilization of learning styles in dental curriculum development. N Y State Dent J 2002; 68(8): 34-8.
Farajollahi, M., Najafi, H., Nosrati Hashi, K & Najafiyan, S. (2013). Relationship between learning styles and academic achievement of university students. Educ Strategy Med Sci. 6 (2): 83-88. (In Persian).
Fleming N. (2010). VARK: A Guide to Learning Styles. 2010 [Cited 2012 Apr 08]. Available from: www.varklearn. com/english/index.asp.
Gavazi, A. (2008). A comparative-analytical study of methods of selecting and organizing content of social studies curriculum and procedure of civic education at the primary education of Iran and Sweden. Quarterly Journal Educational Innovations. Vol 7, No25, pp 11-45. (In Persian).
Ghaderidust, E & Danaye Tous, M. (2016). A study on objectives and components of language arts (reading, writing, listening and speaking) instruction in national language curriculum guide of Iran's secondary educational level. Quarterly Journal Educational Innovations. Vol 9, No, 35, pp 23-65. (In Persian)
Ghandagh, M, N & Razfani, M. (2011). An Analysis of the Situation in the Curriculum of Empirical Sciences of the Elementary School of Iran with a Review of Researches and Studies in this Field. International Conference on Science and Technology with Emphasis on the Islamic World, 19-21 July, Kish Island.pp12-45 (In Persian).
Gholtash, A. (2009). A Review of Citizenship Education Approaches in the Elementary Curriculum of Iran in order to present a proposed Citizenship Education Curriculum. PH.D thesis on Educational Sciences, KHorasgan Branch, Islamic Azad University.pp 1 (In Persian).
Hajiani, I. Salhi Amiri, S, R & Mohammad Zaheri, M. (2016). Comparative Content Analysis of Social Studies Textbook The first base of the 7th Grade (1393) and the Social Education Curriculum for the first element of the post-secondary education (2011) from the standpoint of national identity. Qualitative Research in Curriculum, Vol 1, No2, pp 145-165. (In Persian).
Hashemi, S & Chamani, V. (2013). Content analysis of guidance school textbooks based on Mayer and Salovey ability-based model of emotional intelligence. Quarterly Journal Educational Innovations. Vol 12, No, 45, pp 99-124. (In Persian).
Hassani, H, Enayati Novinfar, A & seraji, F. (2016). Pathology Computer literacy instruction in Work and Technology Book Elementary sixth grade from the perspective of teachers. Biannual Journal of Training & Learning Researches, Vol 13, No 1, pp 155-162. (In Persian).
Hosseini Lorgani, M. (1998). Comparison of Students' Learning Styles in Three Medical, Engineering, and Human Sciences Students. Master's Thesis. Allame Tabatabai. Pp, 12-19.(In Persian).
Kang, Sh. (1999); "Learning Styles: Implication for ESL/EFL Instruction", [Online]. Available: http://www.Vol 37 No 4 October - December 1999 Page 6.htm.
Khademi, M. Mohamadii, R, M. Nasseri Jahromi, R & Mansouri, S. (2016). The Coverage of Social Skills in 6th Grade’s Social Studies, Quarterly Journal of Education, 32 (2); 113-130. (In Persian).
Khosravi, M. Moslehe amirdahi, H & Zamani, B, B. (2015). Content analysis of the workbook and the sixth elemental technology based on the Gardner multiple intelligence component and the level of activity. Quarterly Journal of Teaching, 1(3)36-56. (In Persian).
Kolb, D. A., (2001). Experiential learning. W w w. Learning frame experience. com .
Lovelace، M.K. (2002). A meta-analysis of experimental research studies based on the Dunn and Dunn Learning Style Model. (Doctoral Dissertation، St. John's University، 2002). Dissertation Abstract International. 63 (6)، pp. 3-10.
Lujan HL, DiCarlo SE. (2006). First-year medical students prefer multiple learning styles. Adv Physiol Educ. Mar; 30(1): 13-6.
Mahmoudi, M, T. (2011).Analysis of the content of social textbooks in the educational period from the perspective of the type of citizenship education approach. Quarterly journal of research in curriculum planning, Vol 8, No 1(28), pp 96-108. (In Persian).
Mansouri I, N. (2000). Investigating the relationship between personality traits and learning styles with progress in the field of study of high school girl students in Tehran. Master's Thesis, Tarbiat Modares University. (In Persian).pp22-65.
Minakari, M. (2006). Investigation of psychometric characteristics of ISALEM-97 and comparison of cognitive learning styles in university students. Contemporary Psychology, Biannual Journal of the Iranian Psychological Association, Vol 1, No 1, pp 29-39. (In Persian).
Mohammadi, Y, Kaykha, A & Alipour Moghadam, Kh. (2016). A balanced curriculum design with a natural and spiritual curriculum approach. Research on Islamic Education Issues. Vol 24, No32, pp109-135. (In Persian).
MohammadZadehGhasr, A. Ghanaei, A. Pakmehr, H & Hajjar, E. (2015). Identification of learning styles: Curriculum planning review of technical and vocational educational system. Quarterly journal of research in curriculum planning, Vol 11, No 14(41), pp 1-11. (In Persian).
Murray، C.A. (1980). The comparison of learning styles between low and high reading achievement subjects in the middle school (Doctoral Dissertation، St. John's University، 1980). Dissertation Abstract International، 41(03)، 1005A.
Nuzhat A. Learning style preferences of medical students: a single-institute experience from Saudi Arabia. International Journal of Medical Education. 2011; 2: 70-73.
Peirce, W. (2002). Understanding Students difficulties in reasoning, Part two, the perspective from research in learning styles and cognitive styles. Largo, MD Prince George's Community College.pp45-62.
Philip M. N and Mahallad, M. (2017). Evidence-Based Higher Education –Is the Learning Styles ‘Myth’Important? Journal of Frontiers in Psychology, ORIGINAL RESEARCH, 8(12)444.
RahmaniShams, H. (1999). Comparison of personality bridges and learning styles in four fields of medicine, engineering, art and humanities, and male students of Allame Tabatabai, Master's Thesis. Allame Tabatabai.pp,31-45. (In Persian).
Ramezanpour, E. Bakhtiari, A. Sheikhi Kasiari, S & Farhadi, F. (2016). Investigating the relationship learning style and thinking style in students of Technical- Engineering and Psychology- Educational Sciences colleges of Tehran University. Journal of Iranian Higher Education, 7 (2); 193-219. (In Persian).
Safari, Y & Bazrafshan, A. (2010). An Investigation into the Relationship between ShirazHigh School Student's Learning Styles and Educational. Quarterly Journal of New Approaches in Educational Administration, Vol 2, No, 4, pp 17-30. (In Persian).
Safi, A. (2006). Primary, guidance cycle and secondary educations. Publications of the Organization for the Study and Compilation of Humanities Books of Universities (samt). (In Persian).
Saif, A. A. (2017). Modern Educational Psychology: Psychology of Learning and instruction. Tehran; Dowran publishing company. (In Persian).pp; 22-25.
Salehi Omran, I. Chaharbashloo, H & Hashemi, S. (1010). Comparative study of labor culture components in elementary school textbooks and teaching methods for trainers. Biannual Journal of Training & Learning Researches, 1(42); 173-194. (In Persian).
Salimi M, Sadeghifar J, Peyman H, Shams L, Jandagheian M, Khosravi A, et al.(2013). Visual, Aural, Read/Write, and Kinesthetic Learning Styles Preferences in Students of Isfahan University of Medical Sciences, Iran. J Health Syst Res, 8(7): 1216-24. (In Persian).
Sarmad, Z. Bazargan, A & Hejazi, E. (2016). Research Methods in Behavioral Sciences, Awareness, Tehran. P87 (In Persian).
Setaish, H. (2006). The structure of the content of the academic textbook with a exploratory approach in the academic textbook: structure and characteristics. The first international conference textbook, Publishers of samt. P51(In Persian).
Settle، J. M. (1989) Learning Styles- modality strength instruction for low-achieving first-grad students. Unpublished doctoral dissertation، Central Missouri State University.
Spires، R. D. (1983). The effect of teacher in-service about learning styles on students`mathematics and reading achievement (Doctoral Dissertation، Bowling Green State University، 1325A.
SreeNidhi, S. K & Tay, CH. (2017). Styles of Learning Based on the Research of Fernald, Keller, Orton, Gillingham, Stillman, Montessori and Neil D Fleming. In ternational journal for innovative research in multidisciplinary field, Volume - 3, Issue – 4, ISSN – 2455-0620.
Yarmohammadian, M, H. (2010). Fundamentals and principles of curriculum planning. Tehran; yadvareyeketab. P76.
Yasar Kazu, E. (2009). The effect of learning style on education and teaching process, Journal of social science, 5(2), 85-94.
Yazdee, M. (2009). Students learning styles in different faculties of Alzahra University: The key to the Identification of professional direction. Quarterly Journal of New Thoughts on Educational, Vol 5, No, 2, pp 123-144. (In Persian).
_||_
