طراحی واعتبارسنجی الگوی برنامه درسی ریاضی مبتنی بر رویکرد واقعیت مدار برای دانش آموزان دوره دوم متوسطه
محورهای موضوعی : پژوهش در برنامه ریزی درسی
عبدالامیر عباس زاده
1
(دانشجوی دکترای ریاضی ،گرایش آموزش ریاضی دانشگاه آزاداسلامی واحد تهران مرکزی ،تهران ، ایران)
علیرضا مدقالچی
2
(گروه ریاضی دانشکده علوم ریاضی و کامپیوتر ، دانشگاه خوارزمی ، تهران ، ایران)
نسیم اصغری
3
(استادیارگروه ریاضی ، دانشکده علوم پایه دانشگاه آزاداسلامی واحد تهران مرکز ی، تهران ، ایران)
کلید واژه: اعتبار سنجی, ریاضیات واقعیت مدار, دوره دوم متوسطه, الگوی تارعنکبوتی اکر, برنامه درسی ریاضی,
چکیده مقاله :
پژوهش حاضر با هدف طراحی و اعتبارسنجی الگوی برنامه درسی ریاضیات واقعیت مدار برای دانش آموزان دوره دوم متوسطه انجام شد.روش پژوهش از نظر هدف کاربردی ودر زمره مطالعات آمیخته (کیفی -کمی) بود. در بخش کیفی گردآوری داده ها به روش اسنادی و با استفاده از فن تحلیل محتوا صورت گرفت.جامعه پژوهش شامل کلیه اسناد ریاضیات واقعیت مدار و حجم نمونه شامل 94 سند بود .نمونه گیری هدفمند وروش گردآوری اطلاعات استخراج شده فیش برداری بود. روایی و پایایی داده ها از چهار ملاک اعتماد پذیری ، انتقال پذیری ، وابستگی و اتکا پذیری و تایید پذیری صورت گرفت.یافته ها مطابق الگوی ده گانه اکر در قالب مولفه های برنامه درسی ریاضیات واقعیت مدار شامل: منطق ، اهداف ، محتوا ، فرصت های یادگیری ،نقش معلم ، منابع ، مکان ، زمان ، گروه بندی ، ارزشیابی تبیین گردید. به منظور اعتبار بخشی الگوی پیشنهادی بخش کمی به روش توصیفی پیمایشی ومقیاس محقق ساخته ، صورت پذیرفت. جامعه آماری این بخش شامل افرادی بود که با توجه به موضوع پژوهش دارای دانش و تخصص و تجربه بودند .در یک نمونه گیری هدفمند تعداد 30 نفر در پژوهش شرکت داشتند . اعتبار مقیاس ، به روش اعتبار محتوا و محاسبه شاخص های نسبت روایی محتوا و پایایی ابزار نیز از طریق روش همسانی درونی محاسبه گردید . داده های کمی به روش تحلیل عامل تاییدی تجزیه و تحلیل شدند . در نهایت مشخص شد الگوی برنامه درسی ریاضی طراحی شده مبتنی بر رویکرد واقعیت مدار ازاعتبارلازم برخوردار است.
The current research aims to design and validate a realistic mathematics education curriculum model for high school students. Data collection was done by the documentary method and content analysis technique. The research community includes all documents on realistic mathematics education and the sample volume included 94 documents. Purposive sampling and the method of collecting extracted information was chip sampling. Validity and reliability of data from the four criteria of dependability, transferability, verifiability, dependence and reliability. Findings according to the Akker Pattern in the form of reality-oriented mathematics curriculum components, including: Rationale, Aims & Objectives, Content, Learning activities, Teacher Role, Materials & Resources, Location, Time, Grouping and Assessment, were explained. For the purpose of validation, the proposed model for the quantitative part was carried out using a descriptive survey method and a researcher-made scale. The reliability of the system was calculated using the content validity method and the calculation of content validity ratio indexes and the reliability tool was also calculated using the internal consistency method. Quantitative data was analyzed by confirmatory factor analysis. Finally, it was found that the model of the math curriculum designed based on the reality-oriented approach has the required validity.
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