بررسی نقش مؤلفه‌های شایستگی مرتبط با فناوری در برنامه درسی
الموضوعات : پژوهش در برنامه ریزی درسی
فریده نوری
1
(
دکتری برنامه‌ریزی درسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
)
محمد حسین یارمحمدیان
2
(
استاد مرکز تحقیقات مدیریت و اقتصاد سلامت، دانشکده علوم پزشکی اصفهان، دانشگاه اصفهان، اصفهان، ایران.
)
محمد علی نادی
3
(
دانشیار گروه علوم تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
)
الکلمات المفتاحية: مؤلفه‌های شایستگی, برنامه درسی, فناوری,
ملخص المقالة :
هدف این پژوهش بررسی نقش مؤلفه‌های شایستگی مرتبط با فناوری در برنامه درسی بود. این پژوهش در دو بخش کیفی و کمی انجام شد. در بخش کیفی با استفاده از روش تحلیل مضمون، مؤلفه‌های شایستگی مرتبط با فناوری از مقالات و اسناد شناسایی و با استفاده از نرم‌افزار Maxqda12 کدگذاری و با روش آتراید استرلینگ قالب مضامین طراحی شد. انتخاب نمونه، از طریق نمونه‌گیری هدفمند انجام و تا سر حد اشباع (22 مقاله) ادامه یافت. به‌منظور تعیین روایی محتوایی از نظر خبرگان و برای سنجش پایایی، از ضریب هولستی (818/0) بهره گرفته شد. در روش کمی، از نوع توصیفی- پیمایشی، ابتدا پرسشنامة اولیه ساخته شد و روایی محتوایی پرسشنامه توسط 10 نفر از اساتید و آگاهان خبره مورد تأیید قرار گرفت. پایایی آن نیز با روش آلفای کرونباخ به مقدار 85/0 تأیید شد، پرسشنامه نهایی پس از اجرا در میان هنرآموزان هنرستان‌های فنی و حرفه‌ای با کمک نرم‌افزار SPSS19 مورد تجزیه‌وتحلیل قرار گرفت. حجم نمونه در بخش کمی طبق فرمول کوکران 384 نفر در نظر گرفته شد. از نتایج بخش کیفی دو مؤلفه دانش و مهارت استخراج شد و یافته‌های بخش کمی نشان داد نقش مؤلفه دانش با (365/12= t و 01/0>p) و مؤلفه مهارت با (229/5= t و 01/0>p) شایستگی‌های مرتبط با فناوری در برنامه درسی بیش‌ازحد متوسط است. نتایج آزمون فریدمن نقش مؤلفه دانش از شایستگی‌های مرتبط با فناوری در برنامه درسی را بالاتر از نقش مهارت نشان داد.
Abedi, A., Taji, M. (2005). The role of hidden school curriculum in student formation and behavior. Quarterly Journal, issue 9.
Adib, Y., Ezzati, M., Fathi Azar, A., Mahmmodi, F. (2016). Assessing the level of attention to "technological literacy" in public education ... (bases) 9-1. Scientific and Research Journal of Education and Evaluation, 9 (35), 154-125.
Adib, I., Ezzati, M., Fathi, A., Mahmoudi, F. (2016). Design and validation of the optimal pattern of "education and technology" curriculum for general education (Basic1-9). Thesis. Tabriz University. Faculty of Psychology and Educational Sciences. [Persian].
Assembly of approvals of the Supreme Council of Education, (2013). Secretariat of the Supreme Council of Education. Collection: Jawad Sharaki Ardakani. Tehran: Burhan School of Cultural Education. Pp. 31-26.
Autio, O. (2011). The Development of Technological Competence from Adolescence to Adulthood. Department of Teacher Education at the University of Helsinki, Finland. Journal of Technology Educatio,.22(2).
Ayati, M., Fathi, M. (2014). Study of the relationship of curriculum (general skills) with technical and vocational training in the needs of the Birjand city. Magazine Skills, 2 (7), 110-93.
Business council of Australia. (2014). Review of the Australian Curriculum. https: //www. studentsfirst. gov. au/review-australian-curriculum.
Canada Revenue Agency. (2016). Competencies. Retrieved October, 9, 2016, from http: //www. cra- arc. gc. ca/crrs/wrkng/ssssmnt/cmptncy/ menu-eng. Html.
Chaharband, A. (2013). Module curriculum based on professional competence standards. Quarterly Journal of Exceptional Education, 111, 66-51.
Chyung, S., Stepich, D., Cox, D. (2006). Building a Competency-Based Curriculum Architecture to Educate 21st-Century Business Practitioners, Journal of Education for Business,pp307-314.
Cuevas-Salazar, O., Angulo-Armenta, J., García-López, I., Lizzeth Navarro-Ibarra1, L. (2016). Comparison of Digital Technology Competencies among Mexican and Spanish Secondary Education Students. Instituto Tecnológico de Sonora, Ciudad Obregón, Sonora, México. International Education Studies, 9 (9). Published by Canadian Center of Science and Education.
Document of fundamental transformation of the education system of Iran (2014). Tehran: Ministry of Education, Secretariat of the Supreme Council of Education. [Persian].
Dugger, S. W. (2004). What are the relationship between Technology, Science and Mathmathics? In I. Mottier, J. R. Raat & M. De Vries, Technology Education and the Envirnment Improving Our environment through tecnology education. (pp. 174-188). Eindhoven: PATT Foundation.
Dyrenfurth, M. J. (2005). Technology literacy synthesized. In M. J. Dyrenfurth. In M. J. Dyrenfurth & M. Kozak (Eds. ), Technological literacy. (pp. 138-183). Peoria,, IL: Glencoe/McGrawhill.
Erstad, O. (2016). A new direction? Digital literacy, student participation and curriculum reform in Norway. Educ Inf Technol. 11, 415–429.
Expert Working Group on the Fundamental Transformation Document under the Ministry of Education Policy Council. (1393). Plans and Operational Plans Document the fundamental transformation of education. Tehran: Ministry of Education, Secretariat of Higher Education Council.
Gall, V., Borg, V., Gall, J. (2015). Quantitative and qualitative research methods in education and psychology. Translation of Nasr. Volume II, Ninth edition, Tehran: Publication Department, Shahid Beheshti University, p. 788.
Gilbert, J. K. (2003). The Interface between Science Education and Technology Education. International Journal of Science Education, 14 (5), 563–578.
González, O., & Alvarado, Y. (2014). Competencias Tecnológicas en los estudiantes de la Universidad Del Zulia Núcleo Costa Oriental Del Lago. Revista Electrónica de Humanidades, Electrónica y Educación Social, 18 (9). Retrieved from http: //publicaciones. urbe. edu/index. php/REDHECS/article/viewArticle/3663/4687.
Greitemann J, Christ EE, Matzat AC, Reinhart G. (2014). Strategic Evaluation of Technological Capabilities, Competencies and Core-Competencies of Manufacturing Companies. Procedia CIRP, 19: 57– 62.
Haji Babaei, H.R. (2012).The role of technical and vocational training and secondary education work (artisanal) in the country's sustainable development, vocational education and training organization. Proceedings of the first scientific conference on the development of technical and vocational education and knowledge work in the horizon of Iran 1404, pp. 50-27.
International Technology Education Association (ITEA). (2006). Technology for all Americans, a rational and structure for the study of technology. Reston: VA: Author.
International technology education association (ITEA). (2002). Executive Summary of Standard for Technology literacy: Content for the Study of Technology. Reston: ITEA.
Jianghuai, Z., Zhining, Hu., Jialing, Wang. (2009). Entrepreneurship and innovation: The case of Yangtze River Delta in China. Journal of Chinese Entrepeneurship, 1 (2), 85- 102.
Karami, M., Hello, Mummy Mammui, H. (2011). Global labor market and its impact on curriculum design. Quarterly of Iranian Curriculum Studies. 6 (21), 67-100 [Persian].
Kelley, T., & Kellam, N. (2009). A theoretical framework to Guide the reengineering of technology education. Journal of Technology Education, 20 (2), 37-49.
Kupper Hendrik, A.E., Palthe Wulfften. (2005). Competency – based curriculum development. Netherlands: Larenstein University of Applied Sciences.
Lewis, T. (2000). Technology Education and Developing Countries. International Journal of Technology and Design Education,10 (2), 163–179.
Mansouri Gargar, R., Salehi, A., Abbasi, A. (2016). Features of curriculum in the age of globalization and curriculum internationalization. Quarterly journal of research in curriculum planning, 2, 13 (23 series 50), 13-1.
Mehraban, Z., Mazaheri, H. (2016). Integration of ICT in curricula in accordance with national curriculum. Quarterly of Iranian Curriculum Studies. 10 (40), 171-143.
Ministry of Education Policy Board. (2014). Tehran: Ministry of Education, Secretariat of the Supreme Council of Education [Persian].
Momeni Mahmoudi, H., Kazem Por, A., Tafreshi, M. (2011). Competency-based curriculum; A desirable strategy for developing competencies. Quarterly Journal of Educational Strategies, 4 (3), 149-143.
Mouzakitis, George S. (2010). The role of vocational education and training curricula in economic development. Educational Organization eDEKA, Aghioi Theodoroi (Almyrra) " Korinth, 200, 03 Greece.
Olaitan, S.O., Asogwa, V.C., Abu, Mohammed Department of Vocational Teacher Education. (2013). Technology competencies required by secondary school graduates in maintenance, servicing and repairing of electronic machines for agribusiness occupations to minimize wastage. Journal of Development and Agricultural Economics Vol. 5 (1), pp. 1-6, January 2013 Available online at http: //www. academicjournals. org/JDAE DOI: 10. 5897/JDAE11. 093 ISSN 2006- 9774 ©2013 Academic Journals.
PAHRODF And Australia Aid. (2017). Guidebook On Competency Modelling And Profiling. Philippines Australia Human Resource and Organisational Development Facility (PAHRODF) Level 3, JMT Building, ADB Avenue Ortigas, Pasig City Tel. No: (632) 638-9686 Email: hrodf@hrodf. org. ph Website: www. pahrodf. org. ph.
Ritzhaupt, A., Liu, F., Dawson, K., & Barron, A. (2013). Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools. Journal of Research on Technology in Education, 45 (4), 291-307. http: //dx. doi. org/10. 1080/15391523. 2013. 10782607.
Safa, L., Azarnezhad, K. (2017).The Effect of Qualification Components on Job Performance of Agricultural Trainers in Northwest Provinces of Iran. Institute of Applied Higher Education, Ministry of Jihad-e-Agriculture. Quarterly Journal of Agricultural Education Management Research. 41, 147-130.
School Management Excellence Program under the Ministry of Education Policy Board (2014). Tehran: Ministry of Education [Persian].
Shorbafian, M., Sod KHoh Mohammadi, R. (2015). Examination of technical and vocational training in Iran and several advanced countries. Vocational education and employment. Tehran: Professional Education Organization, 450 pages.
The Australian Industry and Skills Committee. (2015). The Australian Industry and Skills Committee. https: //www. education. gov. au/inspiring-all-australians-digital-literacy-and-stem.
The Special Transform Document Working Group under the supervision of the Ministry of Education Policy Board. (2014). Operational plans and plans of the document on the fundamental transformation of education. Tehran: Ministry of Education, Secretariat of the Supreme Council of Education.
Theoretical Foundations of the Transformation Document in the General Education System of the Islamic Republic of Iran. (2011). High Council for Education, Supreme Council of the Cultural Revolution, and the Ministry of Education of the Islamic Republic of Iran.
Todd, R. (1991). The changing face of technology education in the United States. In J. J. Smith (Ed. ), Papers and poster abstracts of the Fourth National Conference in Design. (pp. 270-278). Loughborough,, UK: Department of Design and Technology, University of Technology.
Valdés, A., Angulo, J., Uras, M., Garca, R., & Mortis, S. (2011). Necesidades de capacitaciَ n de docentes de educaciَ n bsica en el uso de las TIC. Pxel Bit. Revista de Medios y Educaciَ n, 2 (39), 211-233. Retrieved from http: //www. redalyc. org/articulo. oa?id=36818685016.
Zelloth, H. (2014). Technical and vocational education and training (TVET) and career guidance: The interface. In Handbook of Career Development. (pp. 271–290). Springer.
_||_