شناسایی و سنجش منابع و شیوه¬های کسب دانش محتوایی تربیتی فناورانه(TPCK) دبیران ریاضی دوره متوسطه
الموضوعات : Research in Curriculum Planning
رضا میرعرب
1
,
کبری غلامعلی تبار فیروزجائی
2
1 - دانشیار، گروه علوم تربیتی، دانشگاه مازندران، بابلسر، ایران.
2 - دانشجوی دکتری مطالعات برنامه درسی، گروه علوم تربیتی، دانشگاه مازندران، بابلسر، ایران.
الکلمات المفتاحية: دانش ریاضی, دانش محتوایی, دانش محتوایی¬تربیتی, دانش فناورانه.,
ملخص المقالة :
هدف پژوهش شناسایی و سنجش منابع کسب و چگونگی توسعه دانش محتوایی تربیتی فناورانه دبیران ریاضی دوره متوسطه بود. این مطالعه با رویکرد آمیخته(پدیدارشناسی و پیمایشی) انجام شد جامعه اطلاعاتی در بخش کیفی، 15 نفر و در کمی، شامل 321 نفر از دبیران ریاضی بودند. دادهها با مصاحبه و پرسشنامه گردآوری شدند. صحت و دقت نتایج کیفی با روش گوبا و لینکلن و در بخش کمی، پایایی براساس آلفای کرونباخ ۸۸. بدست آمد. تحلیل یافتههای کیفی با روش تحلیلمضمون و کمی با روشهای آماری استنباطی صورت گرفت. ابعاد دانش شناسایی شده برای تدریس ریاضی، شامل دانش محتوایی عمومی و تخصصی، دانش مدیریت کلاس، راهبردها ، برنامه درسی و دانش نرم و سخت فناورانه بوده است. منابع کسب دانش عبارتند از منابع آموزشی، فردی، فناوری و سازمانی که مهمترین شیوههای توسعه آنها از طریق مطالعه مستمر کتابهای تخصصی، تبادل تجربه با همکاران، دریافت بازخورد از دانشآموزان و دانش کاربست نرمافزارهای تخصصی آموزش ریاضی است. همچنین بررسی جمعیتشناختی نشان میدهد بین معلمان مرد و زن از لحاظ منابع کسب دانش تفاوت معناداری وجود ندارد ولی رتبه تحصیلی معلمان و تجربیات آنها در طول دوران تدریس در کسب دانش محتوای تربیتی فناورانه معلمان تاثیر دارد.
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