شناسایی و تحلیل چالش¬های آموزش مفاهیم درس علوم تجربی در دوره ابتدایی با تاکید بر ارائه راهکار برای رفع آن¬ها، یک مطالعه سنتزپژوهانه
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - استادیار، گروه علوم تربیتی، دانشگاه پیام نور ایران.
کلید واژه: آموزش و یادگیری علوم تجربی, چالش ها و راهبرد ها, دوره ابتدایی,
چکیده مقاله :
پژوهش حاضر با هدف شناسایی و تحلیل چالش‌های آموزش و یادگیری مفاهیم علوم تجربی در دوره‌ی ابتدایی، با تأکید بر ارائه‌ی راهکارهایی برای رفع آن‌ها انجام شد. متناسب با این هدف، طرح پژوهش کیفی از نوع فراترکیب انتخاب گردید. داده‌های پژوهش با استفاده از رویکرد سنتزپژوهی رابرتس (2007) گردآوری شدند. در این راستا، جست‌وجویی برای یافتن مستندات مربوط به چالش‌های آموزش مفاهیم علوم تجربی در دوره‌ی ابتدایی در پایگاه‌های علمی اشپرینگر، تیلور و فرانسیس، ساینس‌دایرکت، سایک‌اینفو، اریک، گوگل اسکالر، SID، سیویلیکا و مگیران در بازه‌ی زمانی 2019 تا 2024 انجام گرفت. در نهایت، از میان 68 مقاله‌ی مرتبط با حوزه‌ی پژوهش، پس از پایش موضوعی و رسیدن به اشباع نظری داده‌ها، 16 مقاله به‌صورت هدفمند و با استفاده از برنامه‌ی مهارت‌های ارزیابی حیاتی (CASP) انتخاب و وارد مرحله‌ی تحلیل شدند. مفاهیم استخراج‌شده از این بررسی با استفاده از کدگذاری باز و محوری در قالب 7 مفهوم و 16 مصداق خلاصه گردید. برای اطمینان از دقت کدگذاری، دو ارزیاب به بازکدگذاری داده‌ها پرداختند و برای تأیید پایایی از فرمول ضریب کاپای کوهن استفاده شد که میزان توافق میان ارزیابان برابر با 61/0 به دست آمد. یافته‌های پژوهش نشان داد که آموزش و یادگیری علوم تجربی در دوره‌ی ابتدایی با هفت چالش عمده روبه‌رو است: محدودیت منابع آموزشی، محدودیت زمان، ناکارآمدی تکنیک‌ها و روش‌های تدریس، ناکافی بودن محتوای آموزشی، تصورات نادرست دانش‌آموزان درباره‌ی مفاهیم علمی، دانش ناکافی معلمان، و عدم ارتباط با مسائل روزمره. در پایان، راهکارهایی برای رفع این چالش‌ها پیشنهاد شد. به آموزگاران پیشنهاد می‌شود با توجه به چالش‌های آموزش علوم تجربی در دوره‌ی ابتدایی و با بهره‌گیری از برنامه‌ریزی دقیق، استفاده از روش‌های شاگردمحور، تشویق فراگیران به تفکر انتقادی و ایجاد نگرش مثبت نسبت به علم در آنان، تا حد امکان در جهت رفع این چالش‌ها تلاش نمایند.
The present study aimed to identify and analyze the challenges of teaching and learning experimental science concepts in primary schools, with an emphasis on providing solutions to overcome them. A qualitative research design, specifically a meta-synthesis, was chosen to align with this objective. Research data were collected using Roberts’ (2007) synthesis research approach. To this end, relevant documents on the challenges of teaching experimental science concepts in primary schools were searched in the following databases: Springer, Taylor & Francis, ScienceDirect, PsycINFO, ERIC, Google Scholar, SID, Civilica, and Magiran, within the time frame of 2019–2024. Ultimately, out of 64 articles related to the research area, after thematic screening and theoretical saturation of the data, 16 articles were purposefully selected using the Critical Appraisal Skills Programme (CASP) and entered into the analysis phase. Finally, the concepts extracted from this review were summarized through open and axial coding into 7 categories and 16 subcategories. To ensure the reliability of the coding method, two evaluators re-coded the data, and Cohen’s Kappa coefficient was calculated. The inter-rater agreement was found to be 0.61. The research findings indicate that teaching and learning experimental science concepts in primary schools face seven major challenges: limited educational resources, time constraints, ineffective teaching techniques and methods, inadequate educational content, students’ misconceptions about scientific concepts, insufficient teacher knowledge, and lack of connection to real-life issues. Finally, solutions were proposed to address these challenges. It is suggested that teachers pay attention to the challenges of teaching experimental science concepts in elementary schools and, through careful planning, focusing on student-centered methods, encouraging critical thinking in learners, and fostering a positive attitude toward science, endeavor to resolve these challenges as much as possible.
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