بررسی میزان تحقق رویکرد زمینه‌محور در درس علوم پایه ششم: از منظر محتوا و اجرا
الموضوعات : پژوهش در برنامه ریزی درسی
زینب فاضلی
1
(دانش‌آموختۀ کارشناسی ارشد آموزش و پرورش ابتدایی، دانشگاه علامه طباطبائی، تهران، ایران.)
معصومه جلیلیان
2
(دانش‌آموختۀ کارشناسی ارشد برنامه‌ریزی درسی، دانشگاه علامه طباطبائی، تهران، ایران.)
زهرا رحیمی
3
(استادیار گروه آموزش و پرورش، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران)
الکلمات المفتاحية: رویکرد زمینه‌محور, دوره ابتدایی, کتاب درسی علوم,
ملخص المقالة :
هدف این مطالعه تحلیل محتوای کتاب علوم پایه ششم و بررسی میزان موفقیت این کتاب در پرداختن به رویکرد زمینه محور و نیز میزان اجرایی شدن آن از منظر معلمان این پایه است. در بخش نخست از تحلیل محتوای آنتروپی شانون برای تحلیل کتاب علوم ششم سال تحصیلی ۱۴۰۲-۱۴۰۱، به کمک چک‌لیست استفاده شد. جامعه آماری بخش دوم، شامل معلمانی است که در سال تحصیلی ۱۴۰۲-۱۴۰۱ در پایه ششم ابتدایی مناطق ۶ و ۱۸ شهر تهران مشغول تدریس بودند. محاسبه حجم نمونه با استفاده از جدول نمونه گیری کرجسی-مورگان، ۱۰۳ نفر برآورد شد. برای گردآوری داده‌ها از پرسشنامه استفاده شد. طبق یافته ها ضریب اهمیت مؤلفه‌های پژوهش محوری، یادگیری مشارکتی و ارتباط تئوری و عمل بیشتر و مسئله محوری و کاربردی سازی کمتر از بقیه است. به علاوه به‌جز مؤلفه ارتباط تئوری و عمل و کاربردی سازی، سایر مؤلفه ها حین آموزش توسط معلمان مورد توجه قرار می گیرند.
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