تحلیلی بر میزان تناسب بین روش های تدریس علوم ¬تجربی آموزگاران دوره ابتدایی، از منظر میزان توجه به دانش محتوایی – تربیتی(pck): پژوهش انتقادی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
نوشین گشمردی
1
(گروه آموزش زیست شناسی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران)
سید محمد سیدکلان
2
(گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران)
کلید واژه: دانش محتوایی - تربیتی (PCK), دوره ابتدایی, روش ها و راهبردهای تدریس, علوم تجربی,
چکیده مقاله :
هدف از مطالعۀ حاضر، تحلیل میزان تناسب بین روشهای تدریس علومتجربی دوره ابتدایی از منظر توجه به pck است. روش پژوهش، کیفی از نوع پژوهش انتقادی بود. جامعۀ آماری پژوهش، آموزگاران فکور و سرگروههای درسی علومتجربی دوره دوم ابتدایی (پایههای چهارم، پنجم و ششم) شهر اردبیل و بوشهر بودند که 18 نفر تا اشباع نظری انتخاب شدند. ابزار اندازهگیری را پروتکل مصاحبه همگرا تشکیل میداد. برای پاسخ دادن به سئوال پژوهش و در جهت جمعآوری دادهها، از روش مصاحبه گروههای کانونی استفاده شد. تحلیل دادهها با الگوی تحلیل مضمون Stirling & Attride (2001) انجام گرفت. برای باورپذیری پژوهش از خود مصاحبهشوندگان و برای اطمینانپذیری از دو ارزشیاب مستقل استفاده شد که ضریب پایایی پیاسکات (Scott’s pi) میزان توافق بین ارزشیابان 81/0 بهدست آمد. یافتهها نشان داد درمجموع 131 کد اولیه، 15 مضمون سازماندهنده و 5 فرامضمون شامل؛ (الف) جهت‌گیری‌ها نسبت به تدریس علومتجربی، (ب) دانش درک دانش‌آموز، (ج) دانش راهبردها و بازنمایی‌های آموزشی، (د) دانش برنامه درسی علومتجربی ، و (ه) دانش ارزیابی یادگیری علومتجربی بهدست آمد. درنتیجه، میتوان گفت که pck در راستای آموزش مؤثر درس علومتجربی مورد نیاز همۀ آموزگاران دوره ابتدایی است. همچنین ارزیابی صحیح از pck در تناسب بین روشهای تدریس علومتجربی آموزگاران، آنها را در تدریس اثربخش این درس یاری خواهد کرد. در نهایت، نتایج این مطالعه لزوم اجرای برنامههای توسعۀ حرفهای آموزگاران (پیش از خدمت و ضمن خدمت) در جهت بالندگی آنان در زمینه pck را مورد تأکید قرار میدهد.
Today, teachers' Pedagogical Content Knowledge (PCK) is considered one of the necessities and one of the pillars of teacher knowledge; Because it shows the unique domain of specialized knowledge for teaching that distinguishes teachers from other content specialists. The purpose of the present study is to criticize and evaluate the teaching of experimental science in elementary schools from the perspective of PCK. The research method was a qualitative type of critical research. The statistical population of the research was selected from the heads of experimental science subjects of the second elementary school (fourth, fifth and sixth) of Bushehr and Ardabil cities, and 18 people were selected until theoretical saturation. The measurement tool is the convergent interview protocol and the data analysis was done with the thematic analysis model of Atride and Sterling (2001). For the credibility of the interviewees themselves and for reliability, two independent evaluators were used, and the Scott's pi reliability coefficient was 0.81. The findings showed a total of 116 basic concepts, 15 organizing themes and 5 meta-themes; A) orientations towards science teaching, (b) knowledge of student understanding, (c) knowledge of educational strategies and representations, (d) knowledge of science curriculum, and (e) knowledge of science learning assessment were obtained. As a result, the correct evaluation of science pck will help their teachers in teaching science effectively.
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Exploring Pedagogical Content Knowledge of Teachers: a Paradigm For Measuring Teacher’s Effectiveness. https://doi.org/10.24036/pedagogi.v23i1.1540 Ahmadabadi, A., Abdollahi, B. (2021). Review Obstacles to the implementation of the document of fundamental Evolution in education using the meta-synthesis method. Quarterly Journal of Education Studies, 6(24), 87-109. DR:20.1001.1.25884182.1399.6.24.6.1 Akın, F. N., & Uzuntiryaki-Kondakci, E. (2018). The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers. Chemistry Education Research and Practice, 19(1), 80-105. https://doi.org/10.1039/C7RP00165G AL-Riyami, T. (2015). Main approaches to educational research. International Journal of Innovation and Research in Educational Sciences, 2(5), 412-416. https://www.ijires.org/index.php/issues?view=publication&task=show&id=119 Atay, D., Kaslioglu, O., & Kurt, G. (2010). The pedagogical content knowledge development of prospective teachers through an experiential task. Procedia-Social and Behavioral Sciences, 2(2), 1421-1425. https://doi.org/10.1016/j.sbspro.2010.03.212 Aydın, E., & Turhan, G. M. (2023). Exploring primary school teachers’ pedagogical content knowledge in science classes based on PCK model. Journal of Pedagogical Research, 7(3), 70-99. Dio: https://doi.org/10.33902/JPR.202318964 Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., . . . Friedrichsen, P. (2019). The refined consensus model of pedagogical content knowledge in science education. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, 77-94. https://doi.org/10.1007/978-981-13-5898-2_15 Chan, K. K. H., & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers’ pedagogical content knowledge is investigated in empirical studies. Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science, 3-76. https://doi.org/10.1007/978-981-13-5898-2_1 Chordnork, B., Yuenyong, C., & Hume, A. (2012). Exploring of experienced science teacher’s pedagogical content knowledge: the case of teaching global warming. Journal of Applied Sciences Research, 18(11), 5258-5265. Chuene, K. J., & Singh, S. K. (2024). Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers. EURASIA Journal of Mathematics, Science and Technology Education, 20(1), em2384. Dio: https://doi.org/10.29333/ejmste/14090 Cordova, W. M., & Linaugo, J. D. (2022). Pedagogical Content Knowledge Practices of Public School Science Teachers. Technium Social Sciences Journal, 37, 37-50. DOI: 10.47577/tssj.v37i1.7584 Council, H. E. (2011). National curriculum of the Islamic Republic of Iran. Tehran: Ministry of Education. Clermont, C. 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