طراحی و اعتبارسنجی چهارچوب برنامه¬درسی آموزش کاهش خطرپذیری از آسیب¬های فضای مجازی برای دوره ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسیمحمد جاودانی 1 * , امین باقری کراچی 2 , مریم امیری 3
1 - استادیار گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.
2 - دانشیار گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.
3 - کارشناسی ارشد برنامه¬ریزی درسی، دانشگاه فرهنگیان، پردیس شهید باهنر، فارس، ایران.
کلید واژه: فضای مجازی, آسیب¬های فضای مجازی, برنامه¬درسی, دوره ابتدایی, دانش¬آموزان, آموزش و پرورش,
چکیده مقاله :
هدف این پژوهش آمیخته، طراحی و اعتبارسنجی چهارچوب برنامهدرسی آموزش کاهش خطرپذیری از آسیبهای فضای مجازی برای دوره ابتدایی بود. در بخش کیفی، از روش تحلیل مضمون و در بخش کمی از روش پیمایشی استفاده شد. مشارکتکنندگان بخش کیفی، علاوه بر منابع و متون، متخصصان علومتربیتی و فضایمجازی بودند که به روش هدفمند و با تکنیک گلولهبرفی انتخاب شدند. ابزار پژوهش در بخش کیفی، سندکاوی و فیش برداری همراه با مصاحبه نیمه ساختمند با متخصصان و مطلعان کلیدی بود. جامعه آماری در بخش کمی، شامل معلمان دوره ابتدایی شهرستان خرامه (264 نفر) بود که بر این اساس، حجم نمونه با استفاده از جدول کرجسی-مورگان، 152 نفر تعیین و به روش در دسترس، نمونهگیری انجام گرفت. ابزار پژوهش در بخش کمی، پرسشنامه محققساخته، برآمده از بخش کیفی بود. برای تحلیل دادههای کیفی از روش تحلیل مضمون و در بخش کمی از تحلیلعاملتاییدی استفاده شد. در بخش کیفی، 554کدمعنایی در قالب112 مضمون پایه، 29مضمون سازماندهنده سطح1 و 6 مضمون سازماندهنده سطح2 طبقهبندی شد و چهارچوب اولیه شکل گرفت. یافتههای حاصل از تحلیلعاملتاییدی بخش کمی نشان داد که هدف با بارعاملی87/0، محتوا با بارعاملی78/0، روشهای یاددهی-یادگیری با بارعاملی77/0، منطق با بارعاملی75/0، موادومنابع یادگیری با بارعاملی 69/0 و شیوههای ارزشیابی با بارعاملی60/0 به ترتیب تبیینکننده چهارچوب برنامهدرسی مذکور بود. همچنین، ضریب آلفای کرونباخ989/0، گویای اعتبار بالای عناصر چهارچوب برنامهدرسی آموزش کاهش خطرپذیری از آسیبهای فضای مجازی در دوره ابتدایی بود. در مجموع، این پژوهش برمبنای دادههای برآمده از مبانی نظری، پژوهشهای پیشین و مصاحبه عمیق با متخصصان حوزه علوم تربیتی و فضای مجازی، منجر به شکل گیری چهارچوبی مفهومی و معتبر برای تولید هرگونه برنامه درسی در خصوص آموزش کاهش خطرپذیری دانشآموزان دوره ابتدایی از آسیبهای فضای مجازی شده که تاکنون وجود نداشته است. این چهارچوب میتواند به عنوان مرجعی معتبر برای سیاستگذاران، برنامه ریزان، مولفان کتب درسی و معلمان مورد استفاده قرار گیرد.
The purpose of the research was to design and validate the curriculum framework for reducing the risk of cyberspace harm for the elementary school. In the qualitative part, the theme analysis method was used and in the quantitative part, survey method was used. The participants of the qualitative section, in addition to the sources and texts, were specialists in educational sciences and cyberspace, who were selected in a targeted way and with the snowball technique. The research tools in the qualitative part were sandblasting and surveying along with semi-structured interviews with key informants. In quantitative section, the statistical society included elementary school teachers (264 people), 152 people were selected based on Morgan table using convenience sampling method. The research samples in the quantitative part were selected from elementary school teachers in Khorameh city based on Morgan's table in the available way. The research tool in the quantitative part was a researcher-made questionnaire, derived from the qualitative part. Thematic analysis was used to analyze the qualitative data and confirmatory factor analysis was used in the quantitative part. In the qualitative part, 554 semantic codes were classified in the form of 112 basic themes, 29 organizing themes of level 1 and 6 organizing themes of level 2, and the initial framework was formed. The results of the confirmatory factor analysis of the quantitative part showed that the goal with a factor load of 0.87, content with a factor load of 0.78, teaching-learning methods with a factor load of 0.77, logic with a factor load of 0.75 0, learning resources with a factor load of 0.69 and methods of evaluation with a factor load of 0.60 respectively were the explanations of the mentioned curriculum framework. Also, the Cronbach's alpha coefficient of 0.989 indicated the high validity of the elements of the curriculum framework for reducing the risk of harm from cyberspace in the elementary school.This framework has been designed and validated through a scientific and methodological process and can be used as a reference for policymakers, planners, and textbook authors, as well as teachers.
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