طراحی الگوی بازنگری برنامه درسی علوم تجربی دوره ابتدایی مبتنی بر دیدگاه یادگیری عمیق فولن: یک مطالعه سنتزپژوهی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
رضا جعفری هرندی
1
(دانشیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه قم، قم، ایران)
کلید واژه: الگوی بازنگری برنامه درسی, طراحی, دیدگاه یادگیری عمیق فولن, علوم تجربی دوره ابتدایی, سنتزپژوهی,
چکیده مقاله :
هدف از پژوهش حاضر، طراحی الگوی بازنگری برنامه درسی علوم تجربی دوره ابتدایی مبتنی بر یادگیری عمیق دیدگاه فولن بود. روش پژوهش کیفی و به روش سنتزپژوهی بر اساس مدل کلاین بود. حوزه پژوهش شامل متون مرجع در حوزه شناسایی اصلاحات آموزشی مورد نیاز به منظور بازنگری برنامه درسی علوم تجربی دورۀ ابتدایی در سال‌های 1389 تا 1400 برای اسناد داخلی و سال‌های 2010 تا 2021 برای اسناد خارجی بود. بر این اساس 51 منبع با شیوه انتخاب هدفمند مورد مطالعه و بررسی قرار گرفتند و توقف فرایند نمونه گیری، بر مبنای اشباع نظری بود. در مرحله بعد، به منظور تأیید اعتبار اجزای استخراج شده، جامعۀ پژوهش شامل متخصصان حوزه علوم تربیتی دارای مدرک دکتری در رشته‌های برنامه‌ریزی درسی و آموزش و پرورش دوره ابتدایی بودند. نمونه مورد مطالعه نیز 10 نفر از متخصصان حوزه برنامه‌ریزی درسی و آموزش و پرورش ابتدایی در شهر اصفهان در سال 1400 بودند که به صورت هدفمند انتخاب شدند. با روش لاوشه، نسبت روایی محتوایی (CVR) برای هر مؤلفه استخراج شده و همچنین هر جزء از الگو ارزیابی شد. نتایج نشان داد الگوی بازنگری برنامه درسی علوم دورۀ ابتدایی مبتنی بر دیدگاه فولن با هدف دستیابی به یادگیری عمیق و اهداف جزئی تقویت شایستگی‌های دانش‌آموزان، توجه به عناصر طراحی آموزشی، اصلاح شرایط آموزش و تسهیل فرایند تحقیق مشترک، سودمندی و قابلیت اجرایی دارد. بنابراین به دست‌اندرکاران وزارت آموزش و پروش پیشنهاد می‌شود تا به منظور اعمال اصلاحات آموزشی در برنامه درسی علوم تجربی دوره ابتدایی، از الگوی طراحی شده استفاده نمایند.
The purpose of the current research was to design a model for revising the experimental science curriculum of elementary school based on the deep learning of Fulen's perspective. The qualitative research method was based on Klein's model. The research community included reference texts in the field of identifying educational reforms needed to revise the curriculum of experimental sciences from 2010 to 2021. Based on this, 51 sources were studied and investigated with a purposeful selection method, and the sampling process was stopped based on theoretical saturation. In the next step, in order to verify the validity of the extracted components, the research community included specialists in the field of educational sciences with doctorate degrees in the fields of curriculum planning and elementary education. The study sample was 10 experts in the field of curriculum planning and elementary education in Isfahan city in 2020, who were selected purposefully. With Lavache's method, content validity ratio (CVR) was evaluated for each extracted component as well as each component of the model. The results showed that the model of revising the primary science curriculum based on Fulen's perspective with the aim of achieving deep learning and the partial goals of strengthening students' competencies, paying attention to the elements of educational design, modifying the conditions of education and facilitating the joint research process, has usefulness and implementation capability. Therefore, it is suggested to the officials of the Ministry of Education and Research to use the designed model in order to implement educational reforms
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