تحلیلی بر میزان تناسب بین روش های تدریس علوم ¬تجربی آموزگاران دوره ابتدایی، از منظر میزان توجه به دانش محتوایی – تربیتی(pck): پژوهش انتقادی
الموضوعات : پژوهش در برنامه ریزی درسی
نوشین گشمردی
1
(گروه آموزش زیست شناسی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران)
سید محمد سیدکلان
2
(گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران)
الکلمات المفتاحية: دانش محتوایی - تربیتی (PCK), دوره ابتدایی, روش ها و راهبردهای تدریس, علوم تجربی,
ملخص المقالة :
هدف از مطالعۀ حاضر، تحلیل میزان تناسب بین روشهای تدریس علومتجربی دوره ابتدایی از منظر توجه به pck است. روش پژوهش، کیفی از نوع پژوهش انتقادی بود. جامعۀ آماری پژوهش، آموزگاران فکور و سرگروههای درسی علومتجربی دوره دوم ابتدایی (پایههای چهارم، پنجم و ششم) شهر اردبیل و بوشهر بودند که 18 نفر تا اشباع نظری انتخاب شدند. ابزار اندازهگیری را پروتکل مصاحبه همگرا تشکیل میداد. برای پاسخ دادن به سئوال پژوهش و در جهت جمعآوری دادهها، از روش مصاحبه گروههای کانونی استفاده شد. تحلیل دادهها با الگوی تحلیل مضمون Stirling & Attride (2001) انجام گرفت. برای باورپذیری پژوهش از خود مصاحبهشوندگان و برای اطمینانپذیری از دو ارزشیاب مستقل استفاده شد که ضریب پایایی پیاسکات (Scott’s pi) میزان توافق بین ارزشیابان 81/0 بهدست آمد. یافتهها نشان داد درمجموع 131 کد اولیه، 15 مضمون سازماندهنده و 5 فرامضمون شامل؛ (الف) جهت‌گیری‌ها نسبت به تدریس علومتجربی، (ب) دانش درک دانش‌آموز، (ج) دانش راهبردها و بازنمایی‌های آموزشی، (د) دانش برنامه درسی علومتجربی ، و (ه) دانش ارزیابی یادگیری علومتجربی بهدست آمد. درنتیجه، میتوان گفت که pck در راستای آموزش مؤثر درس علومتجربی مورد نیاز همۀ آموزگاران دوره ابتدایی است. همچنین ارزیابی صحیح از pck در تناسب بین روشهای تدریس علومتجربی آموزگاران، آنها را در تدریس اثربخش این درس یاری خواهد کرد. در نهایت، نتایج این مطالعه لزوم اجرای برنامههای توسعۀ حرفهای آموزگاران (پیش از خدمت و ضمن خدمت) در جهت بالندگی آنان در زمینه pck را مورد تأکید قرار میدهد.
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Exploring Pedagogical Content Knowledge of Teachers: a Paradigm For Measuring Teacher’s Effectiveness. https://doi.org/10.24036/pedagogi.v23i1.1540 Ahmadabadi, A., Abdollahi, B. (2021). Review Obstacles to the implementation of the document of fundamental Evolution in education using the meta-synthesis method. Quarterly Journal of Education Studies, 6(24), 87-109. DR:20.1001.1.25884182.1399.6.24.6.1 Akın, F. N., & Uzuntiryaki-Kondakci, E. (2018). The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers. Chemistry Education Research and Practice, 19(1), 80-105. https://doi.org/10.1039/C7RP00165G AL-Riyami, T. (2015). Main approaches to educational research. International Journal of Innovation and Research in Educational Sciences, 2(5), 412-416. https://www.ijires.org/index.php/issues?view=publication&task=show&id=119 Atay, D., Kaslioglu, O., & Kurt, G. (2010). 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