طراحی الگوی برنامه درسی پژوهش محوری در مطالعات اجتماعی دوره ابتدایی برای پرورش تفکر و خلاقیت در دانش آموزان
محورهای موضوعی : خلاقیت و نوآوری از جنبه‏های روان‏شناختی، علوم شناختی، علوم تربیتی و آموزشی (خلاقیت شناسی روان‏شناختی، خلاقیت شناسی پرورشی)
راحله قاضی اردکانی
1
(دانشجوی دکتری مطالعات برنامه درسی دانشگاه علامه طباطبائی تهران)
حسن ملکی
2
( استاد دانشگاه علامه طباطبائی دانشگاه تهران)
علیرضا صادقی
3
( استادیار دانشگاه علامه طباطبائی تهران)
فریبرز درتاج
4
( استاد دانشگاه علامه طباطبائی تهران)
کلید واژه: ", پژوهش محوری", , ", مطالعات اجتماعی", , ", برنامه درسی", ,
چکیده مقاله :
زمینه: امروزه دانش آموزان برای ورود به عصر دانایی و روبه رو شدن با تحولات شگفت انگیز قرن بیست و یکم باید به طور فزاینده ای مهارت های پژوهش و حل مساله، روحیه ی جست و جوگری و مهارت های تفکر انتقادی و خلاق را برای تصمیم گیری مناسب و حل مسائل پیچیده در خود تقویت کنند، آموزش مهارت های تفکر و یادگیری از طریق روش های یاددهی – یادگیری فرایند مدار و مبتنی بر پژوهش یا حل مساله ضروری به نظر می رسد. هدف: پژوهش حاضر با هدف ارائه الگوی مطلوب برنامه درسی مطالعات اجتماعی بر اساس رویکرد پژوهش محوری انجام شد. روش: پژوهش به روش کیفی- کمی انجام شد. جامعه آماری این تحقیق در فاز کیفی تفکرات و اندیشه های صاحبنظران درباره پژوهش محوری است که در قالب کتب، اسناد، مقالات، مجلات، متون و سایت های اینترنی مطرح شده است و در فاز کمی تمامی صاحبنظران تعلیم و تربیت در رشته برنامه ریزی درسی و حوزه مطالعاتی پژوهش محوری بود که به روش نمونه گیری هدفمند تعداد 15 نفر به عنوان نمونه آماری انتخاب شد. ابزار گردآوری اطلاعات در فاز کیفی تکنیک تحلیل محتوای گلیزر و استراوس و کاربرگ های تحلیل محتوا و در فاز کمی نیز پرسشنامه محقق ساخته متشکل از گویه های اهداف و محتوا در حوزه شناختی، ارزشی نگرشی و مهارتی بود. پس از برازش اهداف و محتوای مطالعات اجتماعی با توجه به مولفه های پژوهش محوری با تکنیک تحلیلی-استنتاجی اقدام به پیشنهاد روش های تدریس و ارزشیابی شد. یافته ها: نتایج بدست آمده نشان می دهد که بر اساس مولفه های استخراجی اکثر قریب به اتفاق صاحبنظران اذعان داشتند که اهداف و محتوای برنامه درسی مطالعات اجتماعی بر اساس رویکرد پژوهش محوری باید ویژگی هایی همچون حل مساله، تفکر انتقادی، کنجکاوی، فعالیت محور بودن، خود رهبری و خلاقیت داشته باشند.همچنین با اتکا به مبانی نظری و تجربیات کشورهای پیشرو روش های تدریس(روش مساله محوری، کاوشگری، اکتشافی، بحث گروهی، ایفای نقش بدیعه پردازی، بارش مغزی و روش مشارکتی.) و روش های ارزشیابی:( ارزشیابی مداوم، خود ارزیابی، بحث آزاد، هدف آزاد، پوشه کار، ارزشیابی گروهی و فردی، بازخورد دوره ای، ارائه گزارش و همتایان سنجی)پیشنهاد شدند.
Background: Students nowadays need to increasingly develop research and problem solving skills, search habits, and critical thinking skills to enter the age of knowledge and face the twenty-first century's amazing transformations. Fit and solve complex problems in themselves, teaching thinking and learning skills through teaching methods - learning process-based or inquiry- based or problem-solving seems to be necessary. Purpose: The purpose of this study was to provide a desirable social science curriculum based on a inquiry-based approach. Method: Quantitative and qualitative research was carried out. The statistical population of this research is in the qualitative phase of thinking and thought of scholars about research based on books, documents, articles, journals, texts and internet sites, and in the small phase of all the educators in the field of curriculum planning and The study area was research based on which 15 students were selected as a sample.The information gathering tool in the qualitative phase of the Glaser and Strauss content analysis technique and content analysis worksheets and in the quantitative phase was a researcher-made questionnaire consisting of objectives and content categories in the cognitive, value-oriented, and skillful fields. After fitting the goals and content of social studies, based on the inquiry-based components, an analytical-deductive technique proposed teaching and evaluation methods. Findings: The results show that according to extractive components, the vast majority of experts acknowledged that the goals and content of social studies curriculum based on a inquiry- based approach should include features such as problem solving, critical thinking, curiosity, activity-centeredness , Self-leadership and creativity. Also, based on theoretical foundations and experiences of leading countries teaching methods (axial problem, exploration, exploration, group discussion, role play, brainstorming, and collaborative approach) and evaluation methods: (Continuous evaluation, self-evaluation, free discussion, open goal, work folder, group and individual evaluation) , Periodic feedback, reporting and peer-review) were suggested.
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