طراحی برنامه درسی پژوهش‌محور در علوم تجربی پایه ششم دوره ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
زهرا ایجادی
1
(دانشجوی دکتری برنامه‌ریزی درسی، گروه علوم تربیتی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران)
مریم سیف نراقی
2
(استاد گروه علوم تربیتی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران)
عزت اله نادری
3
(استاد گروه علوم تربیتی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران)
کلید واژه: علوم‌تجربی, پایه ششم, برنامه درسی, پژوهش‌محوری, طراحی برنامه‌درسی,
چکیده مقاله :
هدف از انجام این پژوهش طراحی برنامه درسی پژوهش‌محور علوم تجربی پایه ششم و سپس ارزشیابی آن از دیدگاه متخصصان برنامه درسی و معلمان ذی‌ربط است. روش پژوهش توصیفی-زمینه‌یابی است. جامعه آماری شامل معلمان پایه ششم شهرستان اسفراین (130 نفر) و متخصصان برنامه درسی استان خراسان شمالی و رضوی (40 نفر) است که به شیوه سرشماری مورد مطالعه قرار گرفت. برای جمع‌آوری داده‌ها از روش کتابخانه‌ای و پرسشنامه محقق ساخته شامل 40 گویه در چهار بخش هدف، محتوا، روش‌های تدریس و ارزشیابی بهره گرفته شد. روایی پرسشنامه توسط متخصصان تأیید و پایایی از طریق آلفای کرونباخ 98 درصد به دست آمد. محقق برای طراحی برنامه ابتدا به مطالعه پیشینه و مستندات موجود درزمینة موضوع تحقیق پرداخته و بر اساس اطلاعات به دست آمده برنامه را طراحی و سپس جهت ارزیابی، آن را در قالب پرسشنامه در اختیار پاسخ‌گویان قرار داده است. برای تجزیه‌وتحلیل داده‌ها از نرم‌افزار SPSS و آمار توصیفی (جدول فراوانی و درصد) و استنباطی (آزمون خی‌دو) استفاده شد. از جمله نتایج به‌دست‌آمده در این پژوهش، ویژگی‌هایی برای عناصر چهارگانه برنامه درسی (هدف، محتوا، روش‌های تدریس و ارزشیابی) پژوهش‌محور علوم تجربی پایه ششم بوده است که مورد تأیید متخصصان و معلمان ذی‌ربط قرار گرفته است.
The aim of this study is to design the experimental science curriculum of sixth grade elementary school using inquiry-based approach and its evaluation from the perspective of curriculum specialists and relevant teachers. This study is applied research which is done according to Descriptive-Survey method. The population of study includes all sixth grade teachers of Esfarayen city (130 people) and curriculum specialists of North and Razavi Khorasan state (40 people) which are studied by census manner. To collect the data, library method and a researcher-made questionnaire includes 40 questions in four sections: objective, content, teaching methods and evaluation are used. The validity confirmed by specialists and reliability through Cronbach's alpha was 98%. Researcher for designing the program studies the history and documentation on the matter research. And based on the obtained information, designs the program and then put it in the form of a questionnaire to the respondents. To analyze the data, SPSS software and descriptive statistics (frequency tables and percentage) and inferential statistics (Chi-square test) are used. Some obtained results in this study are features of four elements (goal, content, teaching methods and evaluation) of the research-based curriculum of sixth grade experimental science which is approved with Specialists and concerned teachers.
Asadian, S; Habibi Azar, A (2013). Evaluate the effectiveness of the science curriculum based on teaching method with the research-based science curriculum in elementary school,
Journal of Behavioral Sciences, 5(15), 9-23, [Persian].
Bagheri, Kh (2010). Introduction to the Philosophy of Education of the Islamic Republic of Iran, Scientific and Cultural Publishing Company, Volume II, [Persian].
Bolton, Elizabeth B, Brennan, M. A., Terry, Bryan D (2009). Students Learn How Nonprofits Utilize Volunteers Through Inquiry-Based Learning, International Journal of Teaching and Learning in Higher Education, 21(3), 285-294.
Coombs, G., Elden, M. (2004). Introduction to the special issue: Problem-based learning as social inquiry-PBL and management education. Journal of Management Education, 28(5), 523-535.
Corlu, Mehmet Ali, Corlu, M. Sencer (2012). Scientific Inquiry Based Professional Development Models in Teacher Education, Educational Sciences: Theory & Practice, 12(1), 514-521.
De Jong, T. (2006). Technological advances in inquiry learning, Science, 312, 532-533.
De Jong, T; Sotiriou, S; Gillet, D. (2014). Innovations in STEM education: the Go-Lab federation of online labs. Smart Learning Environments, 1(3), 1-16.
Dostal, Jiri, Klement, Milan (2015). Inquiry-based instruction and relating appeals of pedagogical theories and practices, Procedia - Social and Behavioral Sciences 171, 648 – 653.
Ebrahimi, A. (2000), The new curriculum planning strategies, Fekreno press, Tehran [Persian].
Fathi Vajargah, K. (2009). Curriculum: Principles and Foundations, Ball press, Tehran, [Persian].
Ferriera, M. P., & Gendron, F. (2011). Community-based participatory research with traditional and indigenous communities of the Americas: Historical context and future directions, International Journal of Critical Pedagogy, 3(3), 153-168.
Harlen,W. (2009).The Teaching of science, Translate by shahede saeedi, Madreseh press, Tehran, [Persian].
HassanZadeh Gheshlagh, A. (2009). Study the interactions of students in the teaching-learning Payame Noor University of West Azerbaijan, Master's thesis, Payame Noor University, [Persian].
Hein, G. & Lee, S. (2000). Assessment of science inquiry. In National Science Foundations (Eds.), Inquiry: Thoughts, Views, and Strategies for the K-5Classroom, 99-108.
Heydari, M. (2010). Content analysis of the experimental science curriculum of elementary school with emphasis on research, master's thesis, Marvdasht Branch, Islamic Azad University, [Persian].
Jahani, J. (2005). Theoretical challenges of education, common education (research center), Journal of Humanities and Social Sciences, Shiraz University, 22(4), 144-153, [Persian].
Kizilaslan, A; Sozbilir, M; Yaşar, M. D. (2012). Inquiry based teaching in Turkey: A content analysis of research reports, International Journal of Environmental & Science Education, 7(4), 599-617.
Khonifar, H. (2015). A second look at teaching methods and techniques, Bostane Ketabe Qom Press [Persian].
Lonenberg, F; Orneshtain, A. (2011). Curriculum development and implementation analyzing and improving teaching, Translate by Mustafa Sharif, Esfahan Jahad Daneshgahi Presss, [Persian].
Maleki, H. (2011). The principles of curriculum development in secondary education, Samt Press, Tehran [Persian].
Mehrmohammadi, M, (2008), Curriculum: theories, approaches and perspectives, Second Edition, Samt Press, Tehran [Persian].
Naderi, E; Seif Naraghi, M. (2015). Research methods and their evaluation in humanities, Sixth Edition, Arasbaran Press, [Persian].
Nuangchalerm, P. (2014). Inquiry-based Learning in China: Lesson learned for School Science Practices, Asian Social Science, 10(13), 64-71.
Nuangchalerm, P. (2009). Development of socio scientific issues-based teaching for preservice science teachers, Journal of Social Sciences, 5(3), 239-243.
Panasan, M; Nuangchalerm, P. (2010). Learning Outcomes of Project-Based and Inquiry-Based Learning Activities, Journal of Social Sciences 6(2), 252-255.
Pedaste, M; Sarapuu, T. (2006). Developing an effective support system for inquiry learning in a Web-based environment, Journal of Computer Assisted Learning, 22(1), 47–62.
Ramnarain, U.D. (2014). Teachers’ perceptions of inquiry-based learning in urban, suburban, township and rural high schools: The context-specificity of sciencecurriculum implementation in South Africa, Teaching and Teacher Education, 38, 65-75.
Samadi, P; Mehmandust Ghamsari, Z. (2011). Research-oriented approach in the first grade of high school textbooks and its comparison with textbooks educational goals, Journal of curriculum studies, 6(20), 80-115, [Persian].
Sever, D; Guven, M. (2014). Effect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course Educational Sciences: Theory & Practice, 14(4), 1601-1605
Shoja Nouri, F S; Shokri, F. (2012). Comparing teaching method of Samera'i with inquiry-based learning, Cultural Engineering Journal, 7(71), 115-128, [Persian].
Talebi, N. (2016).The influence of teachers' professional development on students' science performance in 4th grade students of elementary school in accordance with TIMSS data 2011, master's thesis, Kharazmi University, [Persian].
Uçar, S., & Trundle, K. C. (2011). Conducting guided inquiry in science classes using authentic, archived, web-based data. Computers & Education, 57, 1571-1582.
Veloo, A; Perumal, S; Vikneswary, R. (2013). Inquiry-based instruction, students’ attitudes and teachers’ support towards science achievement in rural primary schools, Procedia - Social and Behavioral Sciences 93, 65– 69.
Yang, C. C.; Ho, H.; Chen, S. (2013). Which type of work-study experience is more beneficial?: Perceptions of Taiwanese college students. Journal of College Teaching & Learning, 10(1), 83-87.
_||_