شناسایی روشها و مؤلفه‌های تدریس و تدوین الگوی تفسیری آن بر مبنای تجارب زیستۀ معلمان در کشف استعداد علوم تجربی دانش‌آموزان ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
محمدرضا نظریان
1
,
علی مهداد
2
,
احمد عابدی
3
,
محمد علی نادی
4
1 - دانشجوی دکتری روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد اصفهان ( خوراسگان)، اصفهان ، ایران،
2 - دانشیار گروه روانشناسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان ، ایران،
3 - دانشیارگروه روانشناسی،دانشگاه اصفهان، اصفهان ، ایران،
4 - دانشیار گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان ، ایران،
کلید واژه: الگوی تدریس, تجارب زیسته, استعداد علوم تجربی, پدیدارشناسی, ابتدایی,
چکیده مقاله :
هدف پژوهش، شناسایی روشها و مؤلفه‌های تدریس و تدوین الگوی تفسیری آن بر مبنای تجارب زیستۀ معلمان در کشف استعداد علوم تجربی دانش‌آموزان ابتدایی شهر اصفهان در سال تحصیلی 99-98 بود. روش تحقیق، کیفی از نوع پدیدارشناسی و جامعۀ آماری شامل کلیۀ معلمان پایۀ چهارم ابتدایی شهر اصفهان و نمونه شامل 68 نفر بودکه با روش نمونه‌گیری هدفمند و تا مرحلۀ اشباع از بین معلمان مجرب، خوش‌ذوق و توانمند در زمینۀ شناسایی و استعدادیابی دانش‌آموزان و با معرفی ادارات نواحی ششگانۀ آموزش و پرورش انتخاب شدند. ابزار پژوهش، مصاحبۀ نیمه ساختاریافته بود. در این روش تحلیل داده‌ها بر اساس هفت مرحلۀ کلایزی انجام شد. برای سنجش روایی یافته‌ها، از روایی محتوایی و برای سنجش پایایی، از روش پنل متخصصان استفاده شد؛ بدین روش که از تعداد5 نفر از استادان مجرب و متخصص در حوزۀ استعدادیابی تحصیلی، پس از بررسی کارشناسی، فرایند رفت و برگشتی، بازبینی و انجام اصلاحات ، تأیید نهایی اخذ گردید. اعتباربخشی این الگو با ارجاع به هر نمونه و پرسیدن دربارۀ یافته‌ها انجام شد. به طور کلی نتایجشان داد؛ الگوی تدریس پیشنهادی شامل 4 روش (روشهای فراشناخت، کارگاهی، کاوشگری و آزمایشگاهی) و16مؤلفه (دریافت، پردازش، نگهداری، انتقال اطلاعات، نمونه‌سازی، توصیف، استقرا، قیاس، پژوهش، ارائه، فعالیت و کار، مشارکت، طبیعت، تخیل، مشاهده و کنجکاوی) است. با شناسایی ابعاد و مؤلفه‌های الگوی تدریس ارائه شده، می‌توان معلمان را در ارائۀ روشهای فعال تدریس متناسب با شیوه‌های شناسایی استعداد دانش‌آموزان، توانمند نمود.
The purpose of current study was to identify the methods and components of teaching and to develop an interpretive model based on the lived experiences of teachers in order to discover the talent of experimental sciences of elementary students in Isfahanin 98-99 academic year.Method of research is qualitatively phenomenological and statistical population was all primary school teachers in fourth grade and sample included 68 of themby purposeful sampling method and up to saturation stage among experienced, tasteful and capable teachers in the field of identifying and identifying students and by introducing the departments of the six districts of Isfahan were chosen.Research tool was a semi-structured interview and data analysis was performed based on seven Collaizzi’ steps.To assess the validity of research findings, content validity was used and to assess its reliability, the expert panel method was used. In this way, final approval was obtained from 5 experienced and knowledgeable professors.Validation of this model was done by referring to each sample and asking about the findings.In general, the research results showed; Proposed teaching model tailored to identify the talents of experimental sciences including 4 methods (metacognitive methods, workshop, exploration and laboratory) and 16 components analogy, research, presentation, activity and work , Participation, nature, imagination, observation and curiosity). By identifying the dimensions and components of teaching model, teachers can be empowered to provide active teaching methods appropriate to the methods of identifying students' talents.
Abedi, A. (2013). Construction and validation of shahab design tools. National Elite Foundation.
Abedi, A. (2016). Top Talent Identification and Guidance Plan Tools (Shahab Plan). Quarterly of Talented Education, Training, and Cultur, 19(74), 144-253
Aghzadeh,M.(2010). ,A Guide For New Teaching Methods,Based on(Brain,Constructivist,Cooperative Learning,Metacognitive Researches),Tehran:AyizhPublications.
Akbari shaldarei,F.,Ghasempour,H.,Alizade,F.S.(2012).New teaching-learning methods and their application in education, Tehran: Fartab Publications.
Alizade, M. R., Azizi, S., & Ahrari, K. (2012). The effect of two training methods of workshop and classroom study and learning skills on study and learning strategies of students of the School of Nursing and Midwifery, Islamic Azad University of Arak. Yazd Center for the Study and Development of Medical Education, 13(8), 23-32.
Arnone, M. P, & Small, R. V. (1995). Arousing and Sustaining Curiosity: Lessons from the ARCS Model.
Badeleh, A. (2017). The effect of electronic content and workshop teaching on learning and memorization of mathematics. Quarterly Journal of Educational Psychology, 13(44), 132-151.
Badrian, A. (2007). Comparative study of science education standards in Iran and several successful countries, research plan of the Educational Research and Planning Organization
Berland, L. K. , Schwarz, C. V. , Krist, C. , Kenyon, L. , Lo, A. S. , & Reiser, B. J. (2016). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching, 53(7), 1082-1112.
Corno, L., Cronbach, L. J., Kupermintz, H., Lohman, D. F., Mandinach, E. B., Porteus, A. W., & Talbert, J. E. (2001). Remaking the concept of aptitude: Extending the legacy of Richard E. Snow. Routledge.
Dewi, D. A., & Nuraeni, N. (2017). Teachers’ Effectiveness in Developing Constructive Learning in Civic Education. Journal of Moral and Civic Education, 1(1), 25-35.
Eggen, P., & Kauchak, D. (2010). Educational psychology: windows on classroom (eight edition). London: Pearson Education, Inc. Retrieved on July, 9, 2018.
Eijadi,Z.,Seif naraghi,M., & Naderi,E.(2019).Research-based curriculum design in experimental sciences, sixth grade, elementary school, Journal of Curriculum Planning Research,15 (2), 49-60
Emami sigaroudi, A., Dehghan nayyeri, N., Nouri, Z., & Saeid, A. (2013). Qualitative research method: Phenomenology. Comprehensive Journal of Nursing and Midwifery, 22(68), 56-63.
Feldhusen, J. F., Dai, D. Y., & Clinkenbeard, P. R. (2000). Dimensions of Competitive and Cooperative Learning among Gifted Learners. Journal for the Education of the Gifted, 23(3), 328-342.
Flavell,J.H.(1976). Metacognitive aspects of problem solving.The nature of Intelligence.Erlbaum,Hillsdale,New Jersey.
Ghanbari, F., & Kiamanesh, A.R. (201120-1582). The extent of using the active teaching method recommended in the teaching guide of the fifth grade elementary experimental science textbook by teachers in Rasht and its effect on students' academic performance. The extent of using the active teaching method recommended in the teaching guide of the fifth grade elementary experimental science textbook by teachers in Rasht and its effect on students' academic performance, Kharazmi University Educational Research ,9( 4),129-158
Gharibi,H.,Aslani,J.,& Abdolmaleki,M.(2019).Science Education Based on Multiple Intelligences Theory on Creativity of Fifth Grade Elementary Female Students, Journal of Curriculum Planning Research, 15 (2),61-74
Gibson, r., & Mishel, M. (1990). Basics of counseling and guidance. Tehran:Besat, 126-141. Hansen, E. (1990). The role of interactive video technology in higher education: Case study and a proposed framework. Educational Technology, 30(9), 13-21.
Jahandideh, J., & Sadipour, E. (2021). Comparison on the effectiveness of cooperation teaching and exploring teaching methods used on the girls creativity fifth grade elementary school students.Journal of Research in Curriculum Planning, 18(68), 190-202.
Jonessen,D.H.,Carr,C.,&Yueh,H.P.(1998).Computers as mindtools for engaging learners in critical thinking. Tech Trends, 43(2), 24-32.
Karimi , A.,Bakhshalizadeh,Sh. & Kabiri,M.(2013).Overview of the worst results of Timss and Pirls and its comparison with the performance of Iranian students in previous courses. Education Research Institute.
Kiamanesh,A.R.(2005).Planned and Acquired Program of Middle School Sciences Based on the Findings of the Third International Study of Mathematics and Science(TIMSS), Journal of Educational Sciences, Shahid Chamran University, Ahvaz, 3(2),13-37.
Lincoln , Y.S., & Guba,E.G.(1985).Naturalistic Inquiry.Beverly Hills,CA:Sage Publications,Inc.
Litman Jordan,A. (2005). Curiosity and the pleasure of learning:wanting and liking new information. In Cognition and Emotion. 19(6),793-814.
Mahmoudinia, A., & Dehdari, F. (2015). The effect of exploratory teaching method on mathematics learning of seventh grade students Second International Conference on Psychology, Educational Sciences and Lifestyle, Tehran.
Majdfar, M., Aslani, E., & Salighedar, L. (2018). Shahab Manuscript. Tehran: Madreseh Publications.
Maleki Avarsin, S., & Mostafa Pour, R. (2016). Investigating the effect of exploratory teaching method on the academic achievement of experimental science course for fifth grade elementary male students. Quarterly Journal of Education and Evaluation, 8(29), 43-52.
Mayer, J. R. (2012). Effects of using the concept attainment model with inductive reasoning with high school biology students.
Minner,D.D.,Levy,A.J.,& Century,J.(2010). Inquiry-based science instruction-What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474-496. doi: 10. 1002/tea. 20347.
Mohammadzade,J., Kheikhani,S.,& Pourmatni,s.(2015).Predicting Teacher Evaluation of Student Performance in Mathematics and Science Courses Using Maker Cognitive Ability Test, Journal of Ilamo University of Medical Sciences ,17 (63), 8-16
Najafi hezarjaribi, H. (2009). Investigating and comparing the effect of problem solving teaching method with traditional teaching method in experimental sciences and mathematics courses on academic achievement and reminding third grade middle school students in Behshahr and presenting a practical model Islamic Azad University, Bojnourd Branch].
Namdar, B. , & Shen, J. (2015). Modeling-oriented assessment in K-12 science education: A synthesis of research from 1980 to 2013 and new directions. International Journal of Science Education, 37(7), 993-1023.
Ostad, G., & Soleymanpour, J. (2014). The impact of concept attainment teaching model and mastery teaching method on female high school students' academic achievement and metacognitive skills. International Journal of Innovative Research in Science, Engineering and Technology, 3(2), 9774-9781.
Pandita, D., & Ray, S. (2018). Talent management and employee engagement–a meta-analysis of their impact on talent retention. Industrial and Commercial Training.
Sadeghi,M.,Esmaeil zali,M.,Gholamhoseini.L., & Mehrabi,N.(2012).Comparison of two methods of classroom teaching and workshop teaching of courses, Journal of Educational Studies, Center for the Study and Development of Medical Education, Army University of Medical Sciences, First Year, Prefix 2, Special Issue of the Beginning of the 2012-2013 School Year, pp. 17-19.
Safavi, A.(1994).Teaching methods, techniques and patterns, Tehran: Samat Publications
Santrock, J. (2004). Educational Psychology. Mc Gram-Hill Companies. Inc, New York, NY, USA, 2.
Shakeri,Sh.(2011).Designing an educational model based on exploration to teach the concept of heat in the first grade science course, Master Thesis in Educational Sciences, Tehran, Tarbiat Dabir Shahid Rajaei University
Shams ali, M. R. (2010). Evaluation of the effectiveness of exploratory education in experimental sciences on the level of creativity and academic achievement on high school students in Tuyserkan in the academic year 2008-2009 Allameh Tabatabaei University].
Shayegh, M., & Dehghan Bananaki, M. (2017). The effect of laboratory method on students' learning 2nd International Congress on Community Empowerment in the Field of Counseling, Family and Islamic Education, University of Tehran.
Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of advanced Academics, 18(2), 278-312.
Silvia,Paul,J. (2006). Exploring The Psychology of Interest. Oxford University Press
Stratford, S. J. , Krajcik, J. , & Soloway, E. (1998). Secondary students' dynamic modeling processes: Analyzing, reasoning about, synthesizing, and testing models of stream ecosystems. Journal of Science Education and Technology, 7(3), 215-234.
Swiatek, M. A. (2007). The talent search model: Past, present, and future. Gifted Child Quarterly, 51(4), 320-329.
Toch, T. (1992). In the name of Excellence: The struggle to reform the Nation’s schools and why it’s failing and what should be done. Paperback – October 29, 1992
van Uum, M. S. , Verhoeff, R. P. , & Peeters, M. (2016). Inquiry-based science education: towards a pedagogical framework for primary school teachers. International Journal of Science Education, 38(3), 450-469.
Woolnough,B.E.(1991). Practical science. Milton Keynes , Open University Press : UK
_||_