سنتزپژوهی شاخص‌ها و مؤلفه‌های برنامه‌درسی تربیت اقتصادی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
میثم شاه ملکی
1
(دانشجوی دکتری گروه مطالعات برنامه درسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه علامه طباطبائی(ره)، تهران، ایران)
حسن ملکی
2
(استاد گروه مطالعات برنامه درسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه علامه طباطبائی(ره)، تهران، ایران.)
مصطفی قادری
3
(دانشیار گروه مطالعات برنامه درسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه علامه طباطبایی(ره)، تهران، ایران)
غلامرضا مصباحی مقدم
4
(استاد گروه فقه و مبانی حقوق اسلامی، دانشکده الهیات، دانشگاه امام صادق(ع)، تهران، ایران)
کلید واژه: تربیت اقتصادی, مؤلفه‌ها, برنامه درسی, سنتزپژوهی,
چکیده مقاله :
هدف پژوهش حاضر بررسی شاخص ها و مؤلفه های برنامه درسی تربیت اقتصادی است. رویکرد پژوهش کیفی، و روش آن سنتز پژوهی است. میدان پژوهش کلیه مقالاتی (211 مقاله)هستندکه از سال1390 تا1401شمسی و2010 تا 2022 میلادی در مورد تربیت اقتصادی ارائه شده اند. نمونه پژوهش32 مقاله است که این تعداد بر اساس پایش موضوعی، اشباع نظری داده ها و به صورت هدفمند انتخاب شده اند.داده های پژوهش از تحلیل کیفی مقالات مورد مطالعه گردآوری شدند و برای تجزیه و تحلیل کیفی، از الگوی شش مرحله ای سنتزپژوهی روبرتس، با اســتفاده از روش های کدگذاری استفاده شد. با تجزیه و تحلیل داده ها، ابعاد تربیت اقتصادی در 4 مضمون اصلی و 53 مضمون فرعی، طبقه بندی شده اند که مضامین اصلی عبارتنداز: عوامل شخص و فردی، فرهنگ و اخلاق اقتصادی، مفاهیم و دانش اقتصادی و مفاهیم جمعی و ارتباطی. و برای اطمینان از میزان پایایی، از ضریب اسکات استفاده شد.نتایج پژوهش با رویدادهای اقتصادی و واقعیت های زندگی اجتماعی، پیوند خورده و مسائلی را بیان می کند که مشاهده و بررسی عینی آنها امکان پذیر است. همچنین برای بهبود ارتقای کیفیت آموزشی برنامه درسی تربیت اقتصادی توجه به همه مؤلفه ها و شاخص های استخراج شده در این پژوهش لازم است.
The goal of the present research is to analyze the factors and indices of economic education curriculum. Qualitative approach and research synthesis method has been used. The research scope covers all the papers (n=211) published since 2010 to 2022 in the realm of economic education. The sample incudes 32 papers that were selected objectively based on thematic survey and theoretical saturation of data. The research data was collected by qualitative analysis of the papers. The six-step pattern of Roberts' research synthesis was used to analyze them qualitatively implementing the coding methods. Analyzing the data, dimensions of economic education were categorized in 4 main themes and 53 subthemes. The four main dimensions include personal, culture and economical ethics, economical concepts and knowledge, and collective and communicative dimension (communication and interaction indices in education). And to verify the reliability Scott’s pi was used. The results of the research are intertwined with the economic events and realities of social life and reflects issues that are tangible. Considering the results of this research is necessary for improving the quality of teaching in economic education curriculum.
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