تحلیل محتوای کتاب‌های ریاضی دوره اول ابتدایی براساس مولفه‌های آموزش پایداری با تکنیک آنتروپی شانون
محورهای موضوعی :
توسعه پایدار
سیده زهرا شمسی پاپکیاده
1
(دانشجوی دکتری آموزش محیط زیست، دانشگاه پیام نور تهران، ایران. *(مسوول مکاتبات))
محمدرضا سرمدی
2
(استاد، فلسفه تعلیم و تربیت، دانشگاه پیام‌نور، تهران، ایران.)
الهه امینی فر
3
(دانشیار گروه ریاضی، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران.)
سید محمد شبیری
4
(استاد گروه آموزش محیط زیست، دانشگاه پیام نور، تهران، ایران.)
تاریخ دریافت : 1399/09/30
تاریخ پذیرش : 1399/11/19
تاریخ انتشار : 1400/08/01
کلید واژه:
دوره اول ابتدایی,
تحلیل محتوا,
آنتروپی شانون,
آموزش پایداری,
کتاب‌های ریاضی,
چکیده مقاله :
زمینه و هدف: وجود چالش‌های منحصر به فرد در عصر حاضر موجب نیاز تغییرات واقعی در طرز تفکر و عملکردی کاملاً جدید در جامعه شده است. لذا استفاده از آموزش پایداری در تولید منابع انسانی کاملاً آگاه، به ویژه با توجه به مهارت‌های اساسی درک و دانش مورد نیاز در قرن بیست و یکم، حیاتی است. براین اساس هدف اصلی این پژوهش تحلیل محتوای کتاب‌های ریاضی دوره اول ابتدایی براساس مولفه‌های آموزش پایداری است.
روش بررسی: پژوهش حاضر از نوع توصیفی- تحلیلی است. واحد تحلیل (تصاویر، متن، فعالیت کلاسی و تمرین و کار در کلاس) است. جامعه آماری کتاب‌های ریاضی دوره اول ابتدایی (پایه اول، دوم و سوم) است. که در این پژوهش کل محتوای آن براساس سه مولفه آموزش پایداری (اقتصادی، اجتماعی و محیط‌زیستی) تحلیل شد. حجم نمونه با جامعة آماری یکسان و به‌صورت سرشماری در نظر گرفته شد. برای تایید روایی چک لیست از روایی صوری و محتوایی با نظرات صاحب‌نظران استفاده شد و پایایی آن 92/0 از روش هولستی بدست آمد و برای پردازش داده‌های گردآوری شده از روش آنتروپی شانون استفاده شد.
یافته‌ها: یافته‌ها نشان داد، تصاویر محیط‌زیستی در هر سه پایه دارای فراوانی بیشتری نسبت به دیگر واحد تحلیل است و در بین مجموع مولفه‌های آموزش پایداری، مولفه محیط‌زیستی در کلیه دوره‌های اول ابتدایی بیشترین و اقتصادی کمترین فراوانی را دارا بود. همچنین بر اساس معیار بار اطلاعاتی و ضریب اهمیت، معیار محیط زیستی در پایه اول و معیار اجتماعی در پایه های دوم و سوم بیشترین مقدار را دارا است. همچنین آموزش پایداری در پایه دوم و سوم با هم یکسان بوده‌اند.
بحث و نتیجه‌گیری: یافته‌ها بر این امر تاکید دارند که که تعادل و انسجام لازم بین سه مولفه آموزش پایداری برقرار نبوده و در محتوای کتاب‌های ریاضی دوره اول آن‌گونه که شایسته است به مولفه‌های آموزش پایداری توجه نشده است.
چکیده انگلیسی:
Background and Objective: The existence of unique challenges in the present age has caused the need for real changes in a completely new way of thinking and acting in society. Therefore, the use of sustainability education in the production of fully aware human resources, especially given the basic skills of understanding and knowledge required in the 21st century, is critical. Therefore, the main purpose of this study is to analyze the content of the first grade primary mathematics textbooks based on the components of sustainability education.
Material and Methodology: The present study is a descriptive-analytical study. Unit of analysis (images, text, class activity and practice and class work). The statistical population is the mathematics textbooks of the first primary school. In this study, the entire content was analyzed based on three components of sustainability education (economic, social and environmental). The sample size was the same as the statistical population and was considered as a census. To confirm the validity and checklist, face and content validity with the opinions of experts was used and its reliability was 0.92 by Holstie method and Shannon entropy method was used to process the collected data.
Findings: Findings showed that environmental images in all three levels have a higher frequency than the other unit of analysis and among all the components of sustainability education, the environmental component in all the first primary courses had the highest and the lowest economic frequency. Also, based on the information load criterion and the coefficient of importance, the environmental criterion has the highest value in the first grade and the social criterion in the second and third grades. Also, sustainability education in the second and third grades were the same.
Discussion and Conclusion: The affidavits emphasize that the necessary balance and coherence between the three components of sustainability education has not been established and that the components of sustainability education have not been given due attention in the content of the first period math textbooks.
منابع و مأخذ:
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Hadjichambis, A. Ch. Hadjichambi Jan Činčera, P.R.D.P. Pauw Niklas Gericke, J.B. Christine Knippels, M. (2020). Conceptualizing Environmental Citizenship for 21st Century Education, Environmental Discourses in Science Education 4, https://doi.org/10.1007/978-3-030-20249-1_10.
Amin, M. S. Permanasari, A. & Setiabudi, S. (2018). Strengthen the student environmental literacy through education with low carbon education teaching materials, Journal of Physics: Conference Series, 1-6, doi:10.1088/1742-6596/1280/3/032011.
Hamze Robati, M. Mohajeran, B. Seyed Abbaszadeh, M.M. Javdani, H. (2018). Analyzing Sustainable Education Based on AHP Model in HE :( Mixed Method), Journal of Environmental Education and Sustainable Development, Vol. 7, No. 1, 19-36. (In Persian)
Keniry, L. J. (2020). Equitable Pathways to 2100: Professional Sustainability Credentials, Sustainability, 12, 2328; doi:10.3390/su12062328 www.mdpi.com/journal/sustainability
Fiorani, G., Litardi, I. (2014). When the civic-participation play a crucial role on urban sustainability. The case study of the University of Rome “Tor Vergata” and the project “A playground for Aurora”, EJIF – European Journal of Islamic Finance, First Special Issue for EJIF Workshop, 1-7.
Roe, J. Deforest, R. Jamshidi, S. (2010). Mathematics for Sustainability, Springer.
Cloud, J. (2014). The Essential Elements of Education for Sustainability (EfS) Editorial Introduction from the Guest Editor, Journal of Sustainability Education, Vol. 6, 1-9.
Sterling S. (2001). Higher education, sustainability, and the role of systemic learning. In Higher Education and the Challenge of Sustainability: Problematics, Promise and Practice. Corcoran P.B., Wals A.E.J. (Eds.), Kluwer Academic Publishers: Dordrecht, UK, pp. 49-70.
Decamps, A.; Barbat, G.; Carteron, J. C.; Hands, V., & Parkes, C. (2017). Sulitest: A collaborative initiative to support and assess sustainability literacy in higher education. International Journal of Management Education, 15, 138-152.
Fien, J. (2004). Education for sustainability, Studying society and environment: a guide for teachers, 3rd edition / R. Gilbert (ed.), pp. 184-200.
UNESCO (2005). Draft International implementation scheme for the United Nations Decade of education for sustainable Development (2005- 2014). 172 ex/11, United Nations publication, New York.
Egou F., Scholl G., Seyrig A. (2013) Sustainable Street 2030, CORPUS toolkit for collaborative scenario building, strategic design scenarios publishing.
Schreiber, J. R. Siege, H. (2016). Curriculum Framework Education for Sustainable Development, Engagement Global gGmbH, Bonn
Lakshmi, N. Kundarapu, N. (2018). The Role of Mathematics in Sustainable Development, International Journal of Computer & Mathematical Sciences (IJCMS), Vol. 7, No. 2, 446-452.
Vintere, A. (2017). Implementation of education for sustainable development strategy in mathematics education through stakeholder cooperation. New Trends and Issues Proceedings on Humanities and Social Sciences. [Online]. 4(9), 90–100. Available from: prosoc.eu.
National Curriculum, (2012). Educational Research and Planning Organization of the Ministry of Education. Tehran: Higher Education Council. (Persian)
Akinmola, E.A, (2014). Developing mathematical problem solving ability: a panacea for a sustainable development in the 21st century, International Journal of Education and Research, Vol 2, No 2, 1-8.
National Council of Teachers of Mathematics (NCTM), (2000). Principles and Standards for School Mathematics.
Widiati, I. Juandi, D. (2018). Philosophy of mathematics education for sustainable development, International Conference on Mathematics and Science Education (ICMScE 2018), IOP Publishing, 1-8.
American Association for the Advancement of Science. (2020, August 6). Benchmarks On-line. Retrieved from Project 2061: http://www.project2061.org/publications/bsl/online/index.php?chapter=2
Ahmadi, A. (2020). Explaining the Position of Sustainable Development Goals in the Fundamentals of Educational Documentary Development with Shannon Approach, the scientific Quarterly Journal of Research in Social Studies Education, Vol. 1, No. 3, 95 -111. (In Persian)
Ghahremani, J. Hosini, M.J. piraii, Z. (2020). Investigating the Status of Sustainable Development Components in the Experimental Science Curriculum Iran's Elementary Period and Providing a Desirable and Accredited Framework, Vol. 11, No. 2, 43 -54. (In Persian)
M, Designing and validating a suitable curriculum model for "Education for Sustainable Development" in elementary school in Iran. Specialized doctoral dissertation, Ph.D. Thesis. Tarbiat Dabir Shahid Rajaei University, Faculty of Literature and Humanities. (In Persian)
Shamsi Papkiade, S.Z. shobeiri, S.M. (2013), Math Literacy development through environmental education materials, Journal of Environmental Education and Sustainable Development, Vol. 1, No. 3, 55-65. (In Persian)
Wintz, P. Joong, P. Wintz, G. (2020). Integrating of Environmental Education into the Mathematics Curriculum: Effects on Pupils’ Performance and Environmental Awareness, The Journal of Education and Humanities, Vol. 3, 99-123.
Anggraeni, Y. Abdulhak, I. Rusman, R. (2019). The Development of Mathematics Curriculum to Increase the Higher Order Thinking Skills in The Sustainable Development Goals (SDGs) Era, The 1st Workshop on Multimedia Education, Learning, Assessment and its Implementation in Game and Gamification in conjunction with COMDEV 2018, Medan Indonesia, 26th January 2019, WOMELA-GG, WoMELA-GG 2019, January 26-28, Medan, Indonesia, 3-10.
Bhuvaneswari, S. Elatharasan, G. (2019). An Analysis of Sustainability with The Role of Mathematics, International Journal of Advanced Research in Basic Engineering Sciences and Technology (IJARBEST), Vol. 5, No. 6, 21-24.
Chandra Kundu, S. (2018). Mathematical Modeling as A Tool for Sustainable Development, International Journal of Research and Analytical Reviews, Vol. 5, No. 2, 1624-1626.
Baker-Gibson, J. K.; (2016), Integration of Environmental Education in the Mathematics Curriculum: Impact on Student Performance and Environmental Knowledge, Attitudes, and Behaviours, Caribbean Journal of Education (CJE), 38 No. 1. 51-72
Hamilton, J. Pfaff, T. J. (2014) Sustainability Education: The What and How for Mathematics, PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 24:1, 61-80, DOI: 10.1080/10511970.2013.834526
Calixto, R., (2018), An Experience in Environmental Education with University Students, Journal of Sustainability Education, 18, 1-15.
Kolahdoz, F. (2014). Mathematical Reasoning and Its Place in School Mathematics, Roshd Borhan Journal for Secondary Education, Journal of Roshd Borhan for the second secondary education course, Vol. 23, No. 4, 38-45. (In Persian)
Taylor, Corrine H. (2012) "Quantitative Reasoning and Sustainability," Numeracy: Vol. 5, No. 2, Article 1. DOI: http://dx.doi.org/10.5038/1936-4660.5.2.1 Available at: http://scholarcommons.usf.edu/numeracy/vol5/iss2/art1
S, Leal Filho. W, Jabbour. C, Azeiteiro. U. M, (2013). Sustainability Assessment Tools in Higher Education Institutions, Springer, Cham.
