واکاوی ابعاد و مؤلفه¬های برنامه¬های ¬درسی علوم تجربی مبتنی بر کاربرد هوش مصنوعی
الموضوعات :محمدرضا بیدل 1 , حسین مؤمنی مهموئی 2 * , علی اکبر عجم 3
1 - دانشجوی دکتری مطالعات برنامه درسی، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
2 - گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
3 - دانشیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران
الکلمات المفتاحية: آموزش علوم تجربی, هوش مصنوعی, برنامه درسی,
ملخص المقالة :
پژوهش حاضر، باهدف بررسی ابعاد و مؤلفه های برنامه های درسی علوم تجربی مبتنی بر کاربرد هوش مصنوعی، به‌منظور ارائه تصویر و نگرشی جامع از این حوزه انجام گرفت. به این منظور، از روش کیفی از نوع فراترکیب استفاده شد. دادههای پژوهش با استفاده از الگوی شش مرحله‌ای روبرتس در محدوده زمانی مدنظر (داخلی 1404-1400 و خارجی 2024-2020) مقالات جست‌وجو و گردآوری شدند. قلمرو پژوهش کلیه مقالاتی بودند (97 مقاله)، که درباره موضوع پژوهش و زمینه‌های مرتبط در پایگاه های تخصصی و علمی ارائه‌شده‌اند. نمونه پژوهش 30 مقاله بود که این تعداد به‌صورت هدفمند و بر اساس پایش موضوعی، محتوایی و اشباع نظری داده ها انتخاب‌شده‌اند. دادههای پژوهش در این مرحله با استفاده از تحلیل محتوای مضمونی تجزیه‌وتحلیل شدند. به‌منظور بررسی قابلیت اعتبار و اعتماد یافته‌ها نیز از معیارهای خود بازبینی محقق و روش مرور همتا (ضریب توافق ارزیاب‌ها) بهره گرفته شد. با تجزیه‌وتحلیل دادهها، ابعاد و مؤلفه‌های برنامه¬های ¬درسی علوم تجربی مبتنی بر کاربرد هوش مصنوعی در شش بعد، 17 محور و 78 مقوله شامل محیط و زمینه (فرهنگ بخشی و فرابخشی مؤثر، توسعه حرفه‌ای منابع انسانی، زیرساخت¬های فنی)؛ اهداف (تناسب و یکپارچگی، هم¬راستایی و هم¬کنشی، فرایند تدوین)؛ محتوا (شخصی‌سازی، مبتنی بر نیاز، توانمندساز)؛ راهبردهای یاددهی- یادگیری ( مبتنی بر رویکرد سازنده-گرایی، راهبردهای موقعیتی و اقتضایی)، منابع و امکانات (تناسب با اهداف، فرایندها و رویه-های سازمانی، ویژگی‌های سامانه‌ای)؛ ارزشیابی (ارائه تکالیف هوشمند، کاستن از رقابت¬های غیر سازنده در ارزشیابی، نظارت و پایش مستمر) مورد سازمان‌دهی قرار گرفت.
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