شناسایی ویژگی‌های ارزشیابی خلاقیت پرور: مطالعه‌ای فرا ترکیب
الموضوعات : Research in Curriculum Planning
سید عباس رضوی
1
,
سیده هدی مستطابی
2
,
علی بیرمی پور
3
1 - دانشیار برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز ، ایران.
2 - دانشجوی کارشناسی ارشد رشته برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.
3 - دانشیار برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.
الکلمات المفتاحية: ارزشیابی عملکرد یادگیرنده, برنامه درسی, پرورش خلاقیت, تفکر خلاق, فراترکیب.,
ملخص المقالة :
یکی از مهم‌ترین دغدغه‌های نظام آموزشی بهبود و پرورش خلاقیت دانش آموزان است. از آن جا که ارزشیابی یکی از عناصر مهم برنامه درسی قلمداد می‌شود، بنابراین شناخت و تبیین ویژگی‌ها و شرایط لازم ارزشیابی که سبب پرورش خلاقیت شود، ضروری است. هدف از پژوهش حاضر شناسایی ابعاد و مؤلفه‌های ارزشیابی خلاقیت پرور براساس مطالعات انجام شده در این زمینه بود. از روش فراترکیب از روش هفت مرحله‌ای بارسو و ساندلوسکی(۲۰۰۷) برای انجام این پژوهش استفاده شد. این روش شامل هفت گام است که به ارزیابی و تحلیل نظام مند نتایج و یافته‌های مطالعات پیشین می‌پردازد. در این پژوهش، مقالات معتبر داخلی و خارجی پیرامون موضوع طی 15 سال اخیر مورد بررسی و تجزیه و تحلیل قرار گرفت. از بین مقالات مستخرج، با استفاده از معیارهای ورود و خروج در نهایت 37 مقاله نهایی انتخاب شد. پس از تجزیه و تحلیل این مقالات بااستفاده از روش کدگذاری باز و محوری، 43 کد استخراج شد که بیان کننده مؤلفه‌های ارزشیابی خلاقیت پرور بودند. با بررسی و ادغام کدها در این پژوهش، 7 بعد اصلی شامل استقلال عمل، مشارکت، انعطاف پذیری، اصالت‌گرایی، پذیرا بودن، انگیزش درونی، محیط امن به عنوان ابعاد ارزشیابی خلاقیت پرور شناسایی شدند. نتایج این مطالعه می‌تواند هم برای دست‌اندرکاران برنامه ریزی درسی و هم برای پژوهشگران مورد استفاده قرار گیرد. برنامه‌ریزان درسی با استفاده از این یافته‌ها می‌توانند قابلیت برنامه‌های درسی در پرورش خلاقیت دانش آموزان را افزایش دهد. پژوهشگران برای طراحی پژوهش‌های آتی و ساخت ابزارهای پژوهشی خود می‌توانند از یافته‌های این پژوهش استفاده کنند.
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