تحلیل پرسش های کنکور سراسری در رشته ریاضی – فیزیک
محورهای موضوعی : آموزش و پرورشرضا زارعی 1 , احمد رضا اوجی نژاد 2 , معصومه صارمی نوری 3
1 - استادیار گروه مدیریت آموزشی ،واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
2 - استادیار گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
3 - باشگاه پژوهشگران جوان و نخبگان، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
کلید واژه: تحلیل محتوا, کنکور سراسری, ریاضی فیزیک, سنجش معلومات,
چکیده مقاله :
هدف از این پژوهش بررسی تحلیلی پرسش های کنکور سراسری رشته ریاضی- فیزیک بوده است. روش پژوهش از نوع تحلیل محتوا برای کتاب های درسی و پرسش های کنکور سراسری هم‌چنین، روش توصیفی پیمایشی برای دریافت دیدگاه معلمان ریاضی بوده است. جامعه آماری در این پژوهش کتاب های دروس ریاضی پایه اول تا سوم و پیش دانشگاهی دوره متوسطه نظری در رشته ریاضی – فیزیک و پرسش های کنکور رشته ریاضی – فیزیک و معلمان ریاضی پایه های اول تا دوره پیش دانشگاهی دوره متوسطه نظری شهر مرودشت بوده است. شیوه نمونه گیری در پرسش های کنکور و دروس ریاضی به صورت سرشماری و برای انتخاب معلمان روش هدفمند مورد استفاده قرار گرفت. دادههای بدست آمده از محتوای کتاب های درسی به وسیله جدول دو بعدی که برای این منظور طراحی شده بودند، گرد آوری و با استفاده از روش تحلیل محتوا مورد بررسی قرار گرفت. برای تحلیل دادههای گردآوری شده از آزمون کروسکال والیس و ضریب همبستگی اسپیرمن رو استفاده شد. نتایج بدست آمده از این مطالعه حاکی از این است که پرسش‌های کنکور سراسری رشته ریاضی- فیزیک، ناظر بر سنجش هدف های آموزشی دروس ریاضی دوره متوسطه نظری بوده و از جنبه سنجش معلومات دانش آموزان، 27/7 درصد از پرسش‌ها در سطح دانش، 20 درصد در سطح فهمیدن، 36/36 درصد در سطح کاربرد ، 45/25 درصد در سطح تحلیل ، 09/9 درصد در سطح ترکیب و 81/1 درصد در سطح ارزشیابی تهیه و تدوین شده اند.
The aim of this study was to analyze questions of University entrance examination in mathematics-physics field of study. The method of study was content analysis for textbooks and questions of the university entrance examination. In addition, survey method was used to receive the views of mathematics teachers. The population of this study included first to third grade pre-university textbooks at the field of mathematics-physics and questions of mathematics-physics as well as mathematics teachers of first to third grade pre-university in the Marvdasht city. Census method was used for sampling the university entrance examination questions and mathematics courses, while purposeful sampling was used to select the teachers. Data obtained from the content of textbooks were collected by two-dimensional table developed for this purpose, and they were examined using content analysis method. To analyze the data, Kruskal-Wallis test and Spearman correlation coefficient were used. Results of this study suggest that questions of university entrance examination in mathematics-Physics field of study assessed the educational goals of mathematics courses at the high school level. Additionally, in terms of assessing the students’ knowledge, 7.27% of the questions were developed at the knowledge level, 20% of them were developed at the level of understanding, 36.36% of them at the application level, 25.45% of them were developed at the analysis level, 9.09% of them were developed at the combination level, and 1.81% of them were developed at the evaluation level.
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