بررسی میزان هماهنگی و انطباق برنامه درسی قصد شده، اجرا شده با کسب شده درس دانش خانواده و جمعیت در جهت تقریب بین این سه برنامه
الموضوعات : پژوهش در برنامه ریزی درسی
علی زارعی
1
(
دانشجوی دکترای برنامه‌ریزی درسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تهران، تهران، ایران.
)
مرضیه دهقانی
2
(
عضو هیأت علمی و دانشیار گروه علوم تربیتی، بخش مطالعات برنامه‌ریزی درسی و آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تهران، تهران، ایران.
)
الکلمات المفتاحية: دانشگاه تهران, دانش خانواده و جمعیت, برنامه درسی کسب شده, برنامه درسی قصد شده, برنامه درسی اجرا شده,
ملخص المقالة :
هدف پژوهش حاضر بررسی میزان هماهنگی و انطباق برنامه درسی قصد شده، اجرا شده با کسب شده دانش خانواده و جمعیت در جهت تقریب بین این سه برنامه بود. این پژوهش از نظر هدف کاربردی در نظام تعلیم و تربیت است. روش پژوهش در بخش برنامه درسی قصد شده تکنیک تحلیل محتوا بود که اهداف کتاب درسی با اهداف سند بالادستی مطابقت داده شد. در بخش برنامه درسی اجرا شده از روش پژوهش کیفی از نوع پدیدارشناسی استفاده شد و کلاس‌های درس دانش خانواده و جمعیت مورد واکاوی قرار گرفت. در بخش برنامه درسی کسب شده نیز از روش پژوهش کیفی از نوع پدیدارشناسی استفاده شد که میدان پژوهش، شامل دانشجویان دوره کارشناسی دانشکده علوم تربیتی و روان‌شناسی دانشگاه تهران بودند که به وسیله نمونه‌گیری هدفمند در پژوهش جای گرفتند. نتایج پژوهش نشان داد که مطابقت خوبی بین اهداف سند بالادستی و اهداف کتاب دانش خانواده و جمعیت ویراست دوم وجود دارد. به نظر می‌رسد که محتوای این درس را استادان به صورت کاربردی در کلاس درس بیان کرده‌اند که نشان از برنامه درسی کسب شده در دانشجویان است.
A group of authors (2015). Family and Population Knowledge (Second Edition). Qom: Publishing knowledge.
Abolmaali, Kh. (2012). Qualitative research methods from theory to practice. Tehran: Alam Publishing.
Ahaninjan, M. (2015). Assessing the status of factors affecting the implementation of the sixth grade elementary school curriculum based on the Fullan model, Ferdowsi University of Mashhad, Master Thesis in Curriculum Planning.
Alemu, M., Kind, V., Basheh, M., Michael, K., Atnafu, M., Kind, P., & Rajab, T. (2021). The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development. Compare: A Journal of Comparative and International Education, 51(1), 81-98.
Al-husban, N., & Akkari, A. (2021). Exploring EFL Teachers’ Perceptions of Enacted Curriculum in Jordan: Towards Integration Curriculum Development with Teacher Education. Curriculum and Teaching, 36(1), 71-87.
Bitarafan, F.; Sojoodi, M. & Dehghani, M. (2020). Investigating the obstacles to the implementation of the document on the fundamental transformation of education based on Fullen's model: a case study of the field of aesthetic, cognitive and artistic education. Research in Curriculum Planning, 17 (40), 110-90.
Callahan, C. M. (2021). Curriculum Implementation, Management, and Assessment: Special Consideration and Best Practice. In Introduction to curriculum design in gifted education (pp. 223-240). Routledge.
Dolores Flores, C., Rivera López, M. I., & Moore‐Russo, D. (2020). Conceptualizations of slope in Mexican intended curriculum. School Science and Mathematics, 120(2), 104-115.
Duffull, S. B., & Peterson, A. K. (2020). Students' perceptions of playing a serious game intended to enhance therapeutic decision-making in a pharmacy curriculum. Currents in Pharmacy Teaching and Learning, 12(11), 1348-1353.
Elbehary, S. G. A. (2020). Providing Insights into the Intended Curriculum of Probability for Basic Education Sector in Egypt from a Comparative Perspective. International Electronic Journal of Mathematics Education, 15(2), em0581.
Elmas, R., Rusek, M., Lindell, A., Nieminen, P., Kasapoğlu, K., & Bílek, M. (2020). The intellectual demands of the intended
chemistry curriculum in Czechia, Finland, and Turkey: a comparative analysis based on the revised Bloom's taxonomy. Chemistry Education Research and Practice, 21(3), 839-851.
Esmaeili, M. (2015). Comparison of the intended curriculum of the seventh and eighth grade thinking and lifestyle course with the implemented and obtained curriculum, University of Tehran, Master Thesis in Curriculum Planning.
Fathi Vajargah, K. (2015). Basic Principles and Concepts of Curriculum Planning. Tehran: Science of Masters.
Fazlullah Elahi Qomshi, S.; Nateghi, F. & Seifi; M. (2016). Assessing the level of compliance of the intended, implemented and obtained levels of Islamic ethics curriculum of universities. Journal of Epistemological Studies at Islamic University, 20 (2), 183-204.
Ghadermarzi, H.; Ali Asgari, M.; Maroofi, Y. & Hosseinikhah, A. (2017). Compare the planned, implemented and obtained internship program in order to provide a suitable solution. Journal of Teaching Research, 5 (3), 143-131.
Giorgi, A. (1989) One type of analysis of descriptive data: Procedures involved in following a scientific phenomenological method. Methods. 1 (3), 39-61.
Hajizadeh, H. & Karami, M. (2014). Analysis of the intended and implemented curriculum of the guidance course based on the components of UNESCO peace education. Research in Curriculum Planning, 11 (15), 109-92.
Jafari, M. (2007). Investigating the role of population and family planning in the knowledge and attitude of female undergraduate students of Tabriz University in the academic year of 2007-2008, University of Tabriz, M.Sc. Thesis in Curriculum Planning.
Jamalifar, M. A.; Hashemi Moqaddam, S.; Abedi Karajiban, Z. & Faqihi, A. (2016). Assessing the compliance of the intended curriculum with the thinking and lifestyle course of the eighth grade of the first year of high school with the implemented and obtained curriculum. Family and Research Quarterly, 33, 21-42.
Kácovský, P., Jedličková, T., Kuba, R., Snětinová, M., Surynková, P., Vrhel, M., & Urválková, E. S. (2021). Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia. Journal of Curriculum Studies, 1-22.
Kamran, M. (2017). The mediating role of interpersonal problems in the relationship between parenting styles and marital problems, University of Tehran, Master Thesis in Clinical Psychology.
Maleki, Hassan (2012). Curriculum planning (practice guide). Tehran: School Publications.
Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues. Upper Saddle River, NJ: Merrill/Prentice Hall.
Mirshekari, Z.; Oji Nejad, A. & Goltash, A. (2015). Assessing the degree of consistency of the intended, implemented and learned curriculum of the second year of experimental science course in Neyriz city in the academic year 2012-2013. Research in Curriculum Planning, 12 (17), 98-89.
Mohammad Aminzadeh, H.; Seifi, M. & Faqihi, A. (2017). Assess the degree of consistency of the intended curriculum, acquired sixth grade thinking and research. Iranian Curriculum Studies Quarterly, 12 (46), 170-149.
Pasandideh, A. (2012). Marital Satisfaction. Qom: Dar al-Hadith.
Pirzadeh, A. (2012). Comparison of the intended, implemented and obtained curriculum in teaching Islamic education courses at the university and identifying the neglected curriculum: A case study of the University of Tehran, University of Tehran, Master Thesis in Curriculum Planning.
Razavi, A. and Gorji Poshti, K. (2015). The degree of compliance with the intended and implemented preschool curriculum. Two Quarterly Journal of Theory and Practice in the Curriculum, 3 (5), 65-78.
Robitaille, D. F. (1993). Curriculum Frameworks for Mathematics and Science. TIMSS Monograph No. 1. Pacific Educational Press, Faculty of Education, University of British Columbia, Vancouver, British Columbia V6T 1Z4, Canada.
Sadeghi Aval, N.; Amin Khandaghi, M. & Saeedi Rezvani, M. (2017). An analysis of the status of the implemented fourth grade elementary mathematics curriculum. Research in Curriculum Planning, 14 (26), 99-81.
Schmidt, W. H., Raizen, S.A., E. D., Bianchi, L. J., & Wolfe, R. G. (1997). Many visions, many aims: A cross-national investigation of curricular intentions in school science (Vol. 2). Springer Science & Business Media.
Tabatabaei, M. (1995). Tafsir Al-Mizan (20 volumes). Translated by Mohammad Baqir Mousavi. Qom: Islamic Publications Office.
Viera, J. (2020). Cognitive Demand and the Level of Alignment in the Mathematics Items of the STAAR Test and the Textbook Tasks in the Intended Curriculum for 7th, 8th, and Algebra 1 Students in South Texas (Doctoral dissertation, Texas A&M University-Corpus Christi).
Wei, B. (2020). The change in the intended senior high school chemistry curriculum in China: Focus on intellectual demands. Chemistry Education Research and Practice, 21(1), 14-23.
Yuen, S. H. L. (2020). From Massification to Personalisation in Open Education: What Can Be Learned from School-Based Experience in Curriculum Development?. In Innovating Education in Technology-Supported Environments (pp. 345-357). Springer, Singapore.
_||_