سنتزپژوهی روش‌های تدریس زیست‌شناسی با تأکید بر یادگیری عمیق
الموضوعات : پژوهش در برنامه ریزی درسیثریا میرشکاری 1 , نرگس کشتی آرای 2 , حمید عزیزی ملک آبادی 3
1 - دانشجوی دکتری رشته برنامه¬ریزی درسی، دانشکده علوم تربیتی و روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 - دانشیار برنامه¬ریزی درسی، دانشکده علوم تربیتی و روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
3 - استادیار گروه علوم پایه دندان پزشکی، دانشگاه آزاد اسلامی اصفهان(خوراسگان)، اصفهان، ایران
الکلمات المفتاحية: سنتزپژوهشی, روش‌های تدریس, زیست‌شناسی, یادگیری عمیق.,
ملخص المقالة :
هدف از این پژوهش سنتزپژوهی روش‌های تدریس زیست‌شناسی با تأکید بر یادگیری عمیق بود. این پژوهش با روش آمیخته طرح اکتشافی متوالی انجام شد. در بخش کیفی از روش سنتزپژوهی بر اساس مدل گاف و همکاران (2012) و در بخش کمی از روش توصیفی-پیمایشی استفاده شد. جامعه پژوهش مقالات در حوزه‌ی شناسایی اصلاحات آموزشی در زمینه‌ی بازنگری شیوه‌های تدریس زیست‌شناسی با تأکید بر یادگیری عمیق در سال‌های 1386 تا 1400 بود که با روش هدفمند 67 منبع به‌عنوان نمونه انتخاب شدند. نتایج بر اساس سطوح چهارگانه نظریه یادگیری عمیق فولن کدگذاری، دسته‌بندی و در ادامه مدل طراحی شد. نتایج نشان داد روش‌های تدریس موجود در چهار سطح نیازمند اصلاحات آموزشی هستند؛ سطح اول شایستگی‌های جهانی و شامل پرورش شخصیت، ایجاد تابعیت‌و تعلق اجتماعی، تقویت خلاقیت/تخیل، تقویت تفکر انتقادی/حل‌مسأله، افزایش همکاری و بهبود ارتباطات است؛ سطح دوم عناصر طراحی آموزشی و شامل استفاده از شیوه‌های آموزشی مناسب، افزایش مشارکت یادگیری، اصلاح محیط‌های یادگیری و استفاده از ابراز دیجیتال است. سطح سوم شرایط آموزشی و شامل شناسایی نقاط ضعف مدارس و تعیین مشکل در سیاست‌گذاری‌ها است. در نهایت سطح چهارم تحقیق‌مشترک و شامل بررسی مشکلات معلمان در اجرا و ارزشیابی است. این مدل از اعتبار لازم برخوردار بود. به متخصصان پیشنهاد می‌شود تا به‌منظور اعمال اصلاحات آموزشی در تدریس زیست‌شناسی، از مدل طراحی شده استفاده نمایند.
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