بازنمایی ادراک معلمان از تبعات اضافه بار برنامه درسی دانش آموزان دوره ابتدایی
الموضوعات : Curriculum Planning
حنانه محمدی
1
,
کیوان صالحی
2
,
فاطمه شاهوی
3
1 - گروه روانشناسی تربیتی، دانشگاه تهران، تهران، ایران
2 - گروه روش ها و برنامه ریزی آموزشی و درسی، دانشگاه تهران، تهران، ایران
3 - گروه مدیریت آموزشی، دانشگاه تهران، تهران، ایران
الکلمات المفتاحية: ادراک معلمان, اضافه بار برنامه درسی, تبعات تحصیلی, افزایش بار شناختی,
ملخص المقالة :
اضافه بار کتب درسی پدیده ای فراگیر در سراسر جهان است. شناخت و پیشگیری از معضلات آن برای هر نظام آموزشی ضرورت دارد. در این پژوهش تلاش شد با استفاده از روش پدیدارشناسی توصیفی و واکاوی ادراک و تجربه زیسته معلمان به شناسایی و بازنمایی تبعات اضافه‌بار برنامه درسی در دانش‌آموزان بپردازیم. مشارکت‌کنندگان را از میان معلمان آموزش و پرورش مناطق 3 و 8 تهران و با استفاده از نمونه‌گیری ملاکی انتخاب کردیم. داده‌ها پس از 15 مصاحبه اشباع شد. داده ها را با استفاده از مصاحبه نیمه ساختاریافته گردآوری و بر اساس راهبرد کلایزی تحلیل کردیم. به منظور تأییدپذیری صحت داده ها از شیوه های بازرسی و بازبینی در زمان کدگذاری، بهره گیری از نظرات همکاران و تأیید آنها و ارتباط درازمدت استفاده کردیم. مرور مستمر و متوالی مصاحبه ها و مقایسه داده ها به شناسایی و دسته بندی سه مضمون اصلی عملکردی، روانشناسی، رفتاری و هشت زیر مضمون و ۲۳ نشانگر منجر شد. با توجه به نتایج به دست آمده، می‌توان گفت دانش آموزان با تبعاتی همچون کاهش تعهد و سازگاری تحصیلی روبه‌رو هستند. با توجه به اهمیت دوره ابتدایی و اثرات مخاطره آمیز اضافه بار در ابعاد فردی و اجتماعی در این دوره پیشنهاد می شود در تصمیمی فوری، با استفاده از موارد شناسایی شده، نسبت به اصلاح کتب درسی اقدام شود و به تبع آن کیفیت برنامه درسی نظام آموزشی را ارتقاء داد.
عسکری، فرزانه، جوادی پور، محمد، حکیم زاده، رضوان و صالحی، کیوان. (1402). شناسایی ابعاد و ویژگی‌های برنامه درسی متراکم در دوره ابتدایی. پژوهش در نظامهای آموزشی، 17(63)، 34-48. https://doi.org/10.22034/jiera.2024.420665.3058
Alhazmi, A. A., & Kaufmann, A. (2022). Phenomenological qualitative methods applied to the analysis of cross-cultural experience in novel educational social contexts. Frontiers in Psychology, 13, 785134. https://doi.org/10.3389/fpsyg.2022.785134
Arora, N., & Sanghavi, S. F. (2025). Disorders of volume: Core curriculum 2025. American Journal of Kidney Diseases, 85(5), 629–638. https://doi.org/10.1053/j.ajkd.2024.09.008
Asante, G., Arhin, D., Essien, N., Bentil, S., & Asibey, G. (2024). Implementation of the standard-based curriculum: An overview of pre-tertiary curriculum in Ghana (1951-2019). Open Access Library Journal, 11(1). https://doi.org/10.4236/oalib.1111125
Balderas-Arteaga, N., Mendez, K., Gonzalez-Rocha, A., Pacheco-Miranda, S., Bonvecchio, A., & Denova-Gutiérrez, E. (2024). Healthy lifestyle interventions within the curriculum in school-age children: Systematic review and meta-analysis. Health Promotion International, 39(2), daae020. https://doi.org/10.1093/heapro/daae020
Begley, K. J., & Fuji, K. T. (2024). Enhancing application and long-term retention of clinical knowledge using an extracurricular non-credit course. Currents in Pharmacy Teaching and Learning, 16(4), 263–269. https://doi.org/10.1016/j.cptl.2023.12.023
Bostwick, K. C., Martin, A. J., Lowe, K., Vass, G., Woods, A., & Durksen, T. L. (2025). A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students. Teaching and Teacher Education, 161, 105020. https://doi.org/10.1016/j.tate.2025.105020
Branan, T. N., Darley, A., & Hawkins, W. A. (2024). How critical is it? Integrating critical care into the pharmacy didactic curriculum. American Journal of Health-System Pharmacy, 81(18), 871–875. https://doi.org/10.1093/ajhp/zxae153
Brown, D. L. (2025). Economizing the curriculum as a strategy for mitigating increased workload caused by enrollment-induced faculty downsizing. Currents in Pharmacy Teaching and Learning, 17(5), 102307. https://doi.org/10.1016/j.cptl.2025.102307
Chimbi, G. T. (2024). Darting from pillar to post: Policy inconsistency and stakeholder contestations in curriculum review. Interdisciplinary Journal of Education Research, 6, 1–14. https://doi.org/10.38140/ijer-2024.vol6.02
Eduwem, J. D., & Ezeonwumelu, V. U. (2020). Overloaded curriculum, excessive daily academic activities and students’ learning effectiveness. Journal of Education, Society and Behavioural Science, 33(8), 70–75. https://doi.org/10.9734/JESBS/2020/v33i830252
Erss, M. (2024). Curriculum development in Estonia: 30 years in the crosswinds of europeanization and globalization. In Handbook of Curriculum Theory, Research, and Practice (799-816). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-82976-6-51-1
Gleeson, J., Klenowski, V., & Looney, A. (2020). Curriculum change in Australia and Ireland: A comparative study of recent reforms. Journal of Curriculum Studies, 52(4), 478–497. https://doi.org/10.1080/00220272.2019.1704064
Gumarang, B. K. Jr., Mallannao, R. C., & Gumarang, B. K. (2021). Colaizzi's methods in descriptive phenomenology: Basis of A Filipino novice researcher. International Journal of Multidisciplinary: Applied Business and Education Research, 2(10), 928–933. https://doi.org/10.11594/ijmaber.02.10.10
Hansson, L., Hansson, Ö., Juter, K., & Redfors, A. (2021). Curriculum emphases, mathematics and teaching practices: Swedish upper-secondary physics teachers’ views. International Journal of Science and Mathematics Education, 19(3), 499–515. https://doi.org/10.1007/s10763-020-10078-6
Hao, Y., & Wang, X. Z. (2024). A pilot study of early childhood teachers’ views on teaching a structured physical education curriculum: challenges and recommendations. Physical Education and Sport Pedagogy, 1–15. https://doi.org/10.1080/17408989.2024.2367501
Hickey, N., Flaherty, A., & Mannix McNamara, P. (2024). Challenges to the sustainability of Irish post-primary school leadership: The role of distributed leadership. Journal of Educational Administration. https://doi.org/10.1108/JEA-05-2023-0108
Johnson, R. H., Laverentz, D. M., Phillips, C. J., & Woodall, D. M. (2025). A step-by-step approach to selecting exemplars for a concept-based curriculum. Teaching and Learning in Nursing. https://doi.org/10.1016/j.teln.2025.02.017
Kilag, O. K., Andrin, G., Abellanosa, C., Villaver M. Jr., Uy, F., & Sasan, J. M. (2024). MATATAG curriculum rollout: Understanding challenges for effective implementation. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(5), 172–177. https://doi.org/10.5281/zenodo.11183037
Kolanczyk, D. M., Merlo, J. R., Bradley, B., Flannery, A. H., Gibson, C. M., McBane, S., & Thornby, K. A. (2024). 2023 update to the American College of Clinical Pharmacy pharmacotherapy didactic curriculum toolkit. Journal of the American College of Clinical Pharmacy, 7(3), 255–262. https://doi.org/10.1002/jac5.1930
Leigh-Osroosh, K. T. (2021). The phenomenological house: A metaphoric framework for descriptive phenomenological psychological design and analysis. The Qualitative Report, 26(6), 1817–1829. https://doi.org/10.46743/2160-3715/2021.4815
Lertsakulbunlue, S., Sertsuwankul, P., Thammasoon, K., Jongcherdchootrakul, K., Sakboonyarat, B., & Kantiwong, A. (2024). Student engagement in medical research curriculum development strategies: A comprehensive approach utilizing mixed-methods study and SWOT-TOWS-AHP analysis. Medical Science Educator, 1-14. https://doi.org/10.1007/s40670-024-02226-2
Loane, J., Lynch, R., Kealy, A., Morris, P., Logue, D., McGuinness, N., & Collins, N. (2025). Less is more: Programme-focused assessment as a solution to overload. In EDULEARN25 Proceedings (8630-8637). IATED. https://doi.org/10.21125/edulearn.2025.2238
Neel, J. A., Hedgpeth, M. W., & Armitage-Chan, E. (2025). Achievement goal orientation and curricular engagement in veterinary students. Journal of Veterinary Medical Education, (aop), e20240054. https://doi.org/10.3138/jvme-2024-0054
OECD. (2020). Curriculum overload: A way forward. OECD Publishing. https://doi.org/10.1787/3081ceca-en
Olugbenga, M., Yakubu, N. T., & Ali, M. M. (2023). Curriculum overload in Nigerian Junior Secondary Schools: Constraints to quality teaching and learning process. European Journal of Theoretical and Applied Sciences, 1(3), 341–348. https://doi.org/10.59324/ejtas.2023.1(3).34
Qourrichi, A., El-Haddad, R., Naimi, H., Abid, M., El Alami, H., & Agoub, M. (2024). The effect of learned helplessness on the psychological health of healthcare workers. J Health Soc Sci, 9(1), 129–143. https://doi.org/10.19204/2024/THFF6
Rhoney, D. H., Nelson, N. R., Hubal, R., Stutz, M., Corbett, A. H., Singleton, S., & Stowe, C. D. (2025). Pharmacy is an applied discipline: The Baumkuchen layer model of curriculum design. American Journal of Pharmaceutical Education. https://doi.org/10.1016/j.ajpe.2025.101458
Robinson, M. D., Irvin, R. L., Fereidouni, H., & Klein, R. J. (2025). Feelings as a currency of care: A role for agreeableness in emotional reactivity. Journal of Personality, 93(3), 553–566. https://doi.org/10.1111/jopy.12951
Shahrzadi, L., Mansouri, A., Alavi, M., & Shabani, A. (2024). Causes, consequences, and strategies to deal with information overload: A scoping review. International Journal of Information Management Data Insights, 4(2), 100261. https://doi.org/10.1016/j.jjimei.2024.100261
Shorey, S., & Ng, E. D. (2022). Examining characteristics of descriptive phenomenological nursing studies: A scoping review. Journal of Advanced Nursing, 78(7), 1968–1979. https://doi.org/10.1111/jan.15244
Slavin, S., & Marcel, F. D. (2021). Overcrowded curriculum is an impediment to change (Part A). Canadian Medical Education Journal, 12(4), 1. https://doi.org/10.36834/cmej.73532
Sobieraj, D. M., Chen, A. M., Kelsch, M. P., Lebovitz, L., & Spinler, S. A. (2024a). A description of required NAPLEX preparation courses among US pharmacy programs. American Journal of Pharmaceutical Education, 88(3), 100655. https://doi.org/10.1016/j.ajpe.2024.100655
Sobieraj, D. M., Chen, A. M., Luciano, J. L., Bechtol, R. A., & Kelsch, M. P. (2024b). Exploring tools to manage curricular content and overload within the professional Pharmd program. American Journal of Pharmaceutical Education, 88(10), 101276. https://doi.org/10.1016/j.ajpe.2024.101276
Soriano, B. M. (2025). Teachers’ perspectives on the implementation of instruction under the matatag curriculum. Cognizance Journal of Multidisciplinary Studies, 5(6), 1–10. https://doi.org/10.47760/cognizance.2025.v05i06.001
Spijkerman, S., Manning, D. M., & Green-Thompson, L. P. (2025). A cognitive load theory perspective of the undergraduate anesthesia curricula in South Africa. Anesthesia & Analgesia, 140(1), 165–174. https://doi.org/10.1213/ANE.0000000000007033
Sundby, A. H., & Karseth, B. (2022). ‘The knowledge question’ in the Norwegian curriculum. The Curriculum Journal, 33(3), 427–442. https://doi.org/10.1002/curj.139
Trisha, B. J. (2025). Outcome-based curriculum in English programs: From theory to practice. International Journal of Educational Innovations, 1(2), 39–56. https://doi.org/10.46451/ijei.250601
Trujillo, J. M., Wettergreen, S. A., & Bain, D. L. (2024). A doctor of pharmacy curriculum revision process focused on curricular overload. American Journal of Pharmaceutical Education, 88(8), 100758. https://doi.org/10.1016/j.ajpe.2024.100758
Viljoen, C. A., Millar, R. S., Manning, K., & Burch, V. C. (2020). Determining electrocardiography training priorities for medical students using a modified Delphi method. BMC Medical Education, 20, 1–17. https://doi.org/10.1186/s12909-020-02354-4
Yang, Z., Luo, Y., Chen, F., Luo, R., Qi, M., Li, Z., & Wang, Y. (2024). Longitudinal associations between reactive and proactive aggression and depression in early adolescence: Between‐and within‐person effects. Journal of Youth and Adolescence, 53(5), 1186–1196. https://doi.org/10.1007/s10964-023-01896-2
