تحلیلی بر میزان تناسب بین روش¬های تدریس علوم ¬تجربی آموزگاران دوره ابتدایی از منظر میزان توجه به دانش محتوایی – تربیتی(pck): پژوهش انتقادی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
نوشین گشمردی
1
,
سید محمد سیدکلان
2
1 - گروه آموزش زیست¬شناسی، دانشگاه فرهنگیان، تهران، ایران
2 - گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
کلید واژه: دانش محتوایی - تربیتی (PCK), دوره ابتدایی, روش¬ها و راهبردهای تدریس, علوم¬تجربی.,
چکیده مقاله :
هدف از مطالعۀ حاضر، تحلیل میزان تناسب بین روشهای تدریس علومتجربی دوره ابتدایی از منظر توجه به pck است. روش پژوهش، کیفی از نوع پژوهش انتقادی بود. جامعۀ آماری پژوهش، آموزگاران فکور و سرگروههای درسی علومتجربی دوره دوم ابتدایی (پایههای چهارم، پنجم و ششم) شهر اردبیل و بوشهر بودند که 18 نفر تا اشباع نظری انتخاب شدند. ابزار اندازهگیری را پروتکل مصاحبه همگرا تشکیل میداد. برای پاسخ دادن به سئوال پژوهش و در جهت جمعآوری دادهها، از روش مصاحبه گروههای کانونی استفاده شد. تحلیل دادهها با الگوی تحلیل مضمون Stirling & Attride (2001) انجام گرفت. برای باورپذیری پژوهش از خود مصاحبهشوندگان و برای اطمینانپذیری از دو ارزشیاب مستقل استفاده شد که ضریب پایایی پیاسکات (Scott’s pi) میزان توافق بین ارزشیابان 81/0 بهدست آمد. یافتهها نشان داد درمجموع 131 کد اولیه، 15 مضمون سازماندهنده و 5 فرامضمون شامل؛ (الف) جهت‌گیری‌ها نسبت به تدریس علومتجربی، (ب) دانش درک دانش‌آموز، (ج) دانش راهبردها و بازنمایی‌های آموزشی، (د) دانش برنامه درسی علومتجربی، و (ه) دانش ارزیابی یادگیری علومتجربی بهدست آمد. درنتیجه، میتوان گفت که pck در راستای آموزش مؤثر درس علومتجربی مورد نیاز همۀ آموزگاران دوره ابتدایی است. همچنین ارزیابی صحیح از pck در تناسب بین روشهای تدریس علومتجربی آموزگاران، آنها را در تدریس اثربخش این درس یاری خواهد کرد. در نهایت، نتایج این مطالعه لزوم اجرای برنامههای توسعۀ حرفهای آموزگاران (پیش از خدمت و ضمن خدمت) در جهت بالندگی آنان در زمینه pck را مورد تأکید قرار میدهد.
The purpose of the present study is analysis of Level proportion between science teaching method of primary schools from perspective of attention to PCK. The qualitative research method was critical inquiry. The statistical population of the research was selected from the thoughtful teachers and heads of science subjects of the second elementary school (fourth, fifth and sixth) of Bushehr and Ardabil cities, and 18 people were selected until theoretical saturation. The measurement tool is the convergent interview protocol. The focus group interview approach was used for answer the research question and collect data. The data analysis was done with the thematic analysis model of Atride and Sterling (2001). For the credibility of the interviewees themselves and for reliability, two independent evaluators were used, and the Scott's pi reliability coefficient was 0.81. The findings showed a total of 131 basic concepts, 15 organizing themes and 5 meta-themes; A) orientations towards science teaching, (b) knowledge of student understanding, (c) knowledge of educational strategies and representations, (d) knowledge of science curriculum, and (e) knowledge of science learning assessment were obtained. As a result, PCK is needed by all elementary school teachers in order to effective teaching in science. Also, the correct evaluation of pck in the proportion between teachers' methods of teaching sciences will help them in teaching science effectively. Finally, the results of this study emphasize the need to implement teachers’ professional development (pre- service and in- service) for their growth in the field of PCK
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