سنتزپژوهی روش‌های تدریس زیست‌شناسی با تأکید بر یادگیری عمیق
محورهای موضوعی : پژوهش در برنامه ریزی درسیثریا میرشکاری 1 , نرگس کشتی آرای 2 , حمید عزیزی ملک آبادی 3
1 - دانشجوی دکتری رشته برنامه¬ریزی درسی، دانشکده علوم تربیتی و روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 - دانشیار برنامه¬ریزی درسی، دانشکده علوم تربیتی و روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
3 - استادیار گروه علوم پایه دندان پزشکی، دانشگاه آزاد اسلامی اصفهان(خوراسگان)، اصفهان، ایران
کلید واژه: سنتزپژوهشی, روش‌های تدریس, زیست‌شناسی, یادگیری عمیق.,
چکیده مقاله :
هدف از این پژوهش سنتزپژوهی روش‌های تدریس زیست‌شناسی با تأکید بر یادگیری عمیق بود. این پژوهش با روش آمیخته طرح اکتشافی متوالی انجام شد. در بخش کیفی از روش سنتزپژوهی بر اساس مدل گاف و همکاران (2012) و در بخش کمی از روش توصیفی-پیمایشی استفاده شد. جامعه پژوهش مقالات در حوزه‌ی شناسایی اصلاحات آموزشی در زمینه‌ی بازنگری شیوه‌های تدریس زیست‌شناسی با تأکید بر یادگیری عمیق در سال‌های 1386 تا 1400 بود که با روش هدفمند 67 منبع به‌عنوان نمونه انتخاب شدند. نتایج بر اساس سطوح چهارگانه نظریه یادگیری عمیق فولن کدگذاری، دسته‌بندی و در ادامه مدل طراحی شد. نتایج نشان داد روش‌های تدریس موجود در چهار سطح نیازمند اصلاحات آموزشی هستند؛ سطح اول شایستگی‌های جهانی و شامل پرورش شخصیت، ایجاد تابعیت‌و تعلق اجتماعی، تقویت خلاقیت/تخیل، تقویت تفکر انتقادی/حل‌مسأله، افزایش همکاری و بهبود ارتباطات است؛ سطح دوم عناصر طراحی آموزشی و شامل استفاده از شیوه‌های آموزشی مناسب، افزایش مشارکت یادگیری، اصلاح محیط‌های یادگیری و استفاده از ابراز دیجیتال است. سطح سوم شرایط آموزشی و شامل شناسایی نقاط ضعف مدارس و تعیین مشکل در سیاست‌گذاری‌ها است. در نهایت سطح چهارم تحقیق‌مشترک و شامل بررسی مشکلات معلمان در اجرا و ارزشیابی است. این مدل از اعتبار لازم برخوردار بود. به متخصصان پیشنهاد می‌شود تا به‌منظور اعمال اصلاحات آموزشی در تدریس زیست‌شناسی، از مدل طراحی شده استفاده نمایند.
The Aim of this research was to synthesize biology teaching methods with an emphasis on deep learning. This research was done with the mixed method of sequential exploratory design. In the qualitative part, the synthesis research method was used based on the model of Gough et al (2012) and in the quantitative part, the descriptive-survey method was used. The research community included articles in the field of identifying educational reforms in the field of revising biology teaching methods with an emphasis on deep learning in the years 2006 to 2021, and 67 sources were selected as samples using a targeted method. The results were coded and categorized based on the four levels of Fullan's deep learning theory, and the model was then designed. The results showed that the existing teaching methods at four levels need educational reforms; The first level of global competencies includes character development, citizenship and social belonging, creativity/imagination enhancement, critical thinking/ problem solving, collaboration enhancement, and communication enhancement; The second level is the elements of educational design and includes the use of appropriate educational methods, increasing learning participation, modifying learning environments and using digital expression and modern technologies. The third level of educational conditions includes identifying the weak points of schools and determining the problem in policy making. Finally, the fourth level of joint research includes investigating teachers' problems in implementation and evaluation. This model had the required validity. Therefore, experts are suggested to use the designed model in order to apply educational reforms in biology teaching
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