شناسایی مؤلفه‌های فرهنگ یادگیری دانش‌آموزان دورۀ اول ابتدایی: رویکردی قوم‌نگارانه
محورهای موضوعی : پژوهش در برنامه ریزی درسینیلوفر فرج پور 1 , هادی پورشافعی 2 , محمد اکبری 3
1 - دانش آموخته دکتری رشته برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
2 - دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
3 - دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
کلید واژه: دانش‌آموزان ابتدایی, زمینۀ فرهنگی, مؤلفه‌های فرهنگ یادگیری,
چکیده مقاله :
پژوهش حاضر با هدف شناسایی مؤلفه های فرهنگ یادگیری دانش‌آموزان دورۀ اول ابتدایی و با استفاده از روش قوم‌نگاری انجام شد. محدودۀ پژوهش حاضر، مدارس ابتدایی دورۀ اول شهر داراب (استان فارس) در سال تحصیلی 1398-1399 بود که با استفاده از روش نمونه‌گیری هدفمند، 12 کلاس از 6 مدرسه برای مشاهده و مصاحبۀ قوم‌نگارانه با معلمان و دانش آموزان انتخاب شد. برای تجزیه و تحلیل داده های حاصل از مشاهدۀ مشارکتی و مصاحبۀ قوم‌نگارانه، از روش نظام دار منسوب به استراوس و کوربین استفاده شد. بر اساس این رویکرد، داده ها در سه سطح کدگذاری باز، محوری و گزینشی مورد تجزیه و تحلیل قرار گرفت. اعتبار کدهای تنظیم شده و صحت یافته ها با استفاده از روش مرور همتایان و کنترل اعضا بررسی شد. پایایی کدگذاری های انجام شده نیز با استفاده از روش توافق کدگذاران و ضریب کاپای کوهن 88/0 و 86/0 محاسبه شد. یافته های پژوهش نشان داد که فرهنگ یادگیری دانش‌آموزان ابتدایی دارای 6 مؤلفۀ ارزشیابی، روابط و تعاملات، انگیزش تحصیلی، محیط یادگیری، رفتارهای آموزشی دانش آموزان و مدیریت فعالیت های یاددهی-یادگیری است. به طور کلی طبق مشاهدات انجام شده در فرهنگ یادگیری دانش‌آموزان ابتدایی دورۀ اول، معلم‌محور و مرکز اصلی کلاس بوده و فرایندهای یاددهی-یادگیری را هدایت و کنترل می کند.
This study aimed to identify the components of first-course elementary students learning culture by using the ethnography method. The area of the research was the first-course elementary schools of Darab (Fars province) in the academic year 2019-2020. In this research by using the purposive sampling method, 12 classes from 6 schools were selected to observe the classes and ethnographic interviews with teachers and students. To analyze the data obtained from participatory observation and ethnographic interviews, the systematic method attributed to Strauss and Corbin was used. Based on this approach, the data were analyzed at three levels of open, axial, and selective coding to figure out the students' learning culture. The validity of the adjusted codes and the verifications were calculated using the peer review method and member control. The degree of agreement of the coders using the Kappa Cohen coefficient was calculated at 0.88 and 0.86. According to the findings of the present study, Components of students’ learning culture include assessment, classroom relationships, academic motivation, the psychosocial atmosphere of the classroom, students’ educational behaviors, and management of teaching-learning activities. In general, the students' learning culture is teacher-centered and the teacher is the main center of the classroom and directs and controls the teaching-learning processes.
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