واکاوی الزامات و بایسته های اجرای مطلوب برنامه درسی پژوهش کاربردی در مدارس ابتدایی

محورهای موضوعی : پژوهش در برنامه ریزی درسی

عباس حضرتی ¹ , سید احمد هاشمی ² , عباس قلتاش ³ , علی اصغر ماشینچی ⁴

1 - دانشجوی دکتری برنامه‌ریزی درسی، واحد لامرد، دانشگاه آزاد اسلامی، لامرد، ایران.
2 - دانشیار گروه علوم تربیتی، واحد لامرد، دانشگاه آزاد اسلامی، لامرد، ایران.
3 - دانشیار گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
4 - استادیار گروه علوم تربیتی، واحد لامرد، دانشگاه آزاد اسلامی، لامرد، ایران.

تاریخ دریافت : 1399/01/16 تاریخ پذیرش : 1399/10/02 تاریخ انتشار : 1399/12/01

کلید واژه: پژوهش کاربردی, مدارس ابتدایی, برنامه درسی,

چکیده مقاله :

هدف پژوهش حاضر، واکاوی الزامات و بایسته‌های اجرای مطلوب برنامه درسیِ پژوهش کاربردی در مدارس ابتدایی است. در این پژوهشِ ترکیبی، ابتدا در بخش کیفی با روش گراندد تئوری الگوی پیشنهادی در قالب عناصر چهارگانه برنامه درسی زایس (Zais) از طریق مصاحبۀ نیمه‌ساختاریافته و اکتشافی و رسیدن به اشباع نظری یافته‌ها با مشارکت 15 نفر از اساتید و متخصصان حوزه علوم تربیتی که به روش انتخاب هدفمند انتخاب شده بودند، با تجزیه‌وتحلیل داده‌ها از روش کدگذاریِ سه مرحله‌ایِ استراوس و کوربین (Strauss & Corbin,1992) طراحی شد. سپس در بخش کمّی با استفاده از روش توصیفی - زمینه‌یابی به‌منظور اعتباربخشیِ الگوی پیشنهادی، پرسشنامه‌ای محقق ساخته با 46 گویه طراحی شده و در اختیار 384 نفر از آموزگاران شهر شیراز به روش تصادفی طبقه‌ای و 15 نفر از اساتید و متخصصان حوزۀ علوم تربیتی به روش انتخاب هدفمند در آبان‌ماه 98 قرار گرفت و برای آزمون فرضیه‌ها از آزمون خی‌دو استفاده شد. بر اساس نتایج حاصله، الگوی پیشنهادی از نظر جامعۀ مورد پژوهش دارای اعتبار بوده و برنامه درسیِ پژوهش کاربردی به‌عنوان مقولۀ محوری، بر مبنای شرایط علّی ِمحتوای پژوهش کاربردی، روش‌های تدریس و ارزشیابی، در صورت تحقّقِ تشویق‌های پژوهش‌محورِ دانش‌آموزان و برقراری ارتباط ایشان با منابع علمی به‌عنوان راهبرد، محقق می‌شود و چنانچه طراحی ساختار مدارس بر اساس فعالیت‌های پژوهشی و حمایت مدیران و مربیان آموزش‌دیده به‌عنوان تسهیلگر و همچنین انگیزش، نگرش و ارزش‌های پذیرندگان و توسعۀ مهارت‌های پژوهشی به‌عنوان بستر در نظرگرفته شوند، علی‌رغم موانع موجود، به تحقّقِ پیامدهایِ تقویت تفکّر انتقادی و خلّاق، افزایش مهارت‌های زندگی و پیشرفت تحصیلی دانش‌آموزان منجر می‌شود.

چکیده انگلیسی:

The purpose of this study is to analyze requirements for proper implementation of applied research curriculum in primary schools. In this combined study, first in qualitative part with Grounded Theory method, the proposed model in form of four elements of Zeiss curriculum through semi-structured and exploratory interviews and achieving theoretical saturation of findings with participation of 15 professors and experts in field of educational sciences that were selected purposeful, was designed by analyzing data using three-step coding method of Strauss and Corbin (1992). Then, in quantitative part, using a descriptive-field method to validate proposed model, a questionnaire has been designed with 46 locutions and provided to 384 teachers in Shiraz by stratified random sampling and 15 professors and specialists in the field of educational sciences by purposeful selection was placed in Aban 98 and then chi-square test was used to test hypotheses. Based on results, the proposed model is valid for research community viewpoint and the applied research curriculum as a central category, based on causal conditions of applied research curriculum as a central category, teaching method and evaluation will be realized, if providing incentives research-focused students and linking them with scientific sources as a strategy and if school structure design is based on research activities and support of managers and trained teachers as facilitators, also motivation, attitudes and values, and developing research skills as infrastructure, despite the obstacles, it leads to realize outcomes of increasing life skills, strengthening critical and creative thinking, and student achievement.

منابع و مأخذ:

Aadelipoor Z., Mahram B., & Karashki H. (2015). The Place of Pivotal Research in the Teaching Process of Primary Teachers. National Conference on New Research in Psychology, Counseling and Educational Sciences, Ahvaz, Islamic Azad University of Shadegan Branch. [In Persian]

Abbasi Esfjir A.A. & Jafari Rostami S.M. (2015). Research-oriented School Model, Sari, University Jihad of Mazandaran Branch. [In Persian]

Arefi M., Fathi Vajargah K., Nasaj S. (2009). Evaluating the Effectiveness of the Entrepreneurship Curriculum in the Field of Work and Knowledge Secondary Education. Quarterly Journal of Career and Organizational Counseling, 2(4), 47-78. [In Persian]

Backanak, A. (2013). Teachers’ Views about Science and Technology Lesson Effects on the Development of Students’ Entrepreneurship Skills. Educational Sciences: Theory & Practice, 13 (1), www.edam.com.tr/estp

Creswell, J. W. (1994)Research Design: Qualitative and Quantitative Approaches, Thousand Oaks, CA: Sage.

Ejadi Z., Seyf Naraqi M., & Naderi EA. (2017). Research-based Curriculum Design in Experimental Sciences in Primary Period Sixth Grade. Quarterly Journal of Research in Curriculum Planning, 15(56), 49-60. [In Persian]

Fathi Vajargah K. (2005). Research needs assessment, Tehran, Aeezh. [In Persian]

Ghourchian N.GH., Maleki H., & Khadivi A.A. (1383). Curriculum Design and Engineering in the Third Millennium, Tehran, Farashenakhti Andisheh. [In Persian]

Hashemi S.A. (2014). Curriculum (Principles and Usage), 2^nd ed, Lamard, Islamic Azad University of Lamard Branch. [In Persian]

Hashemi S.A. (2018). Philosophy of Education in the Islamic Republic of Iran, Tehran, Math Home. [In Persian]

Hashemi S.A., Hazrati A. (2015). Research Methods in the Humanities, Tehran, Taymaz. [In Persian]

Klein, M. (1991). The emotional life and edg-development of the infant with special reference to the depressive position, in P.

 

King and R. Steiner (eds) The Freud-Klein Controversies 1941-1945. London: Tavistock/Routledge. (First presented in 1944). P. 757.

Makhzan B. (2013). Pathology of Research Culture in Schools Based on the Three-pronged Model, 2^nd International Conference on Management of Challenges and Strategies, Shiraz, Hemayesh Negar Scientific Conference Center. [In Persian]

Maleki H. (2015). Curriculum (Guide to Practice), 2^nd ed, Tehran, Borhan School Cultural Institute. [In Persian]

Maleki H., Ghazi Ardekani R., Sadeghi A.R., & Dortaj F. (2015). Research-oriented Approach in Education: Nature, Necessities, Components and Educational Strategies. Quarterly Journal of Qualitative Research in Curriculum, 2(5), 35-66. [In Persian]

Mehr Mohammadi M. (2013). Curriculum: Comments, Approaches and Perspectives. Tehran, Beh. [In Persian]

Modaresi Saryazdi A., Naderi EA., Seyf Naraqi M., Ahqar Q. (2009). Curriculum model validation based on entrepreneurial approach (Case Study: Persian Course for the Second Grade of Primary School). Quarterly Journal of Measurement and Evaluation Studies, 9(28), 107-138. [In Persian]

Monavari Fard FA., Movahed Mohammadi H., Rezvanfar A. (2011). Analysis of the Effect of Curriculum Components on Students' Entrepreneurial Spirit. National Conference on Entrepreneurship and Management of Knowledge-Based Businesses, Mazandaran University, 1-13. [In Persian]

Moradi M., Ansarian Z., Nikian M., & Imani J. (2014). The Research-oriented Approach and the Growth and Excellence of the Educational System. 2^nd National Conference on New Ideas in Management and Economics, Tehran, Kian Pazhoohan Scientific Institute. [In Persian]

Naderi EA., Seyf Naraqi M. (2015). Research methods and How to Evaluate it in Humanities with Emphasis on Educational Sciences. Sixth Edition, Tehran, Arasbaran. [In Persian]

Saki R. (2004). Action Research: A Strategy for Improving Education and Teaching, Tehran, Ministry of Education. [In Persian]

Shokrolahi Yancheshmeh Sh., Mohamadkhani M., & Salmani Z. (2015). Investigating the Needs Assessment of Primary School Teachers in Relation to Research Education. 2^nd Physical Education National Conference, Isfahan, Farhangian University. [In Persian]

Stokking, K., Schaaf, M..V., Jaspers, J., Erkens, G. (2004). Teachers’ assessment of students’ research skills. British Educational Research Journal, 1, 30, 116- 93.

Strauss, A.L., & Corbin, J. (1992). Basics of qualitative research: Grounded theory: Procedures and Technique. (2nd Edition); Sage, Newbury Park, London.

Taqipoor Zahir A. (2014). Curriculum Planning for Primary Schools in the Third Millennium. Tehran, Agah. [In Persian]

Torfeh Taban SH. (1995). The Effect of Teaching Exploration Method on the Progress of Science Lessons for Fifth Grade Primary Students. Master Thesis in Educational Management, Khorasgan Islamic Azad University. [In Persian]

Vaziri Yazdi S., Yousefi AR., Kashti Aray N. (2016). Specifying the Goals of the Curriculum of Developing the Moral Intelligence of Primary School Children. Quarterly Journal of Research in Curriculum Planning, 14(55), 15-23. [In Persian]

Yaqubi Najafabadi A. (2009). The Necessity of Entrepreneurship Education at all Levels. Roshd the School Counselor, 4, 28-32. [In Persian]

Yosefzadeh M. (2010). Production of research-based curricula as an indicator of qualitative development of the educational system. The first national conference on education in Iran 1404, Tehran, Science, Technology and Industry Policy Research Institute. [In Persian]

Zais R s. (1976) curriculum: principles and foundations. New York: Ty Crowell Co.