دانش بیانی و دانش روش کاری
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - استادیار دانشگاه محقق اردبیلی
کلید واژه: دانش بیانی, دانش روش کاری, تحلیل محتوا,
چکیده مقاله :
هدف این پژوهش بررسی و تحلیل محتوای کتب دروس تربیتی مراکز تربیت معلم از منظر دانش بیانی و دانش روش کاری است. این پژوهش از نوع تحلیل محتواست و از روش تحلیل محتوای کمی استفاده شده است. جامعه آماری شامل دروس تربیتی مراکز تربیت معلم و تعداد نمونه در آن برابر جامعه بوده است و برای تجزیه و تحلیل داده‌ها از روش‌های آمار توصیفی شامل درصد، فراوانی و خی دو بهره گرفته شده است. نتایج حاصل از تحلیل داده‌ها نشان می‌دهد که از بین کتاب‌های تحلیل شده کتاب روانشناسی عمومی دارای بیشترین حجم دانش بیانی و کمترین حجم دانش روش کاری بوده و کتاب روش تدریس ریاضیات برعکس حاوی بیشترین حجم دانش روش کاری و کمترین میزان دانش بیانی است.
The purpose of this study was to contently analyze the training textbooks used in teacher training centers based on declarative and procedural knowledge. This research was of a content analysis type and quantitative content analysis method was used, here. All training courses used in teacher training centers were chosen as the statistical population. The sample and the population were equal in terms of the number. Data, then, was analyzed by means of descriptive statistics as percentage, frequency, and chi- square. The findings showed that general psychology book has the highest level of declarative knowledge and the least amount of procedural knowledge whereas, mathematics teaching book has the highest level of procedural knowledge and the least amount of declarative knowledge.
Abadi Lotfalli, Mehrmohammadi Mahmod(1998). Survey and analyzes general ability of teaching in the teacher training curriculum Biennial Iran, dissertation for Ph.D, Tarbiat Modarres University [Persian]. Edurado Fontana Fobio(2004).The development of a decision making instrument for sover,Thesis of Master of science, University of Pittsburgh. Gagne Ellen.D(1985).The cognitive psychology of school learning,Boston, Little Brown and company. Gjestland Creggan, Blanton J. Ellis , Lerouge Cindy (2001). Evaluating procedural knowledge in information systems students, Journal of Informatics Education Research. Volume 5, Number1,43-50 Glover John A, Browning Roger H(2002). Educational Psychology, Translated by Ali Naqi Kharrazi, Tehran, University Publishing Center[Persian]. Happasalo Lenni(2009).Simultaneous activity of conceptual and procedural mathematical knoeledge by means of class's Pad,University of Joensuu, Finland Hossainzada Babak(2009).The effectiveness of curriculum of Training courses on improving knowledge, Attitude and skills, Islamic Azad University, Mazandaran, Journal of Knowledge and Research in Education - Curriculum, Islamic Azad University (Iran), No. 22, pp. 20-1[Persian]. Johson Bethany, Siegler Robert. S, Wagner. A Martha(2001).Developing conceptual understanding and procedural skill in mathematics: an interative process, Carangie Mellon university and University of Wisconsin Kahler Susan Elizabeth(2002). A comparison of knoelade aquistion methofs for the elicitation of procedural mental models, North Carolina State University, Phd thesis. Laria .B Roy (2008).The effects of lesson screen background color declarative and structural knowledge, Learning and performance, Academic Press, www.elsevier.com/locate/concog,www.sciencedirect.com Momeni Mahmouei Hossein(2014).The effect of exploratory method on critical thinking and attitude towards science textbook of elementary school, Research in curriculum planning.Vol.11.No. 13,pp.93-103[Persian]. Mosapour Namatollah, Mehrmohammadi Mahmod(1997). Designing a model for curriculum evaluation and its application in evaluation of the subject of teaching methods in Universities of teacher training courses in Iran, dissertation for Ph.D, Tarbiat Modarres University[Persian]. RechardsonVirginia(2001).Handbook on teaching, American Educational Research Association. Saif Alliakbar (1996). Educational Psychology,Tehran, Amikabir Publishing [Persian]. Sahadra Baljinder, Thagard Paul(2003). procedural knowledge in molecular biology, philosophical psychology.Vol16,No4,19-30 Schneider Michael, Stern Elsbeth(2006). Conceptual and Procedural Knowledge of a Mathematics Problem: Their Measurement and Their Causal Interrelations, Max Planck Institute for Human Development Lentzeallee 94, 14195 Berlin, Germany Star Jon.R(2000).Reconceptualization procedural knowledge ,Michigan State university, Departments of Neuroscience, Linguistics, Psychology and Neurology, Georgetown University, Washington, DC, USA Sylor Alexander.W, Lewis A. J. (1999). Curriculum Planning for better Teaching and Leaning, Translated by Gollamreza Koynijad, Mashhad, Astana Gods Razavi Publishing [Persian].
_||_