واکاوی ابعاد و مؤلفه¬های برنامه¬های ¬درسی علوم تجربی مبتنی بر کاربرد هوش مصنوعی
محورهای موضوعی : برنامه درسیمحمدرضا بیدل 1 , حسین مؤمنی مهموئی 2 , علی اکبر عجم 3
1 - دانشجوی دکتری مطالعات برنامه درسی، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
2 - گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
3 - دانشیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران
کلید واژه: آموزش علوم تجربی, هوش مصنوعی, برنامه درسی,
چکیده مقاله :
پژوهش حاضر، باهدف بررسی ابعاد و مؤلفه های برنامه های درسی علوم تجربی مبتنی بر کاربرد هوش مصنوعی، به‌منظور ارائه تصویر و نگرشی جامع از این حوزه انجام گرفت. به این منظور، از روش کیفی از نوع فراترکیب استفاده شد. دادههای پژوهش با استفاده از الگوی شش مرحله‌ای روبرتس در محدوده زمانی مدنظر (داخلی 1404-1400 و خارجی 2024-2020) مقالات جست‌وجو و گردآوری شدند. قلمرو پژوهش کلیه مقالاتی بودند (97 مقاله)، که درباره موضوع پژوهش و زمینه‌های مرتبط در پایگاه های تخصصی و علمی ارائه‌شده‌اند. نمونه پژوهش 30 مقاله بود که این تعداد به‌صورت هدفمند و بر اساس پایش موضوعی، محتوایی و اشباع نظری داده ها انتخاب‌شده‌اند. دادههای پژوهش در این مرحله با استفاده از تحلیل محتوای مضمونی تجزیه‌وتحلیل شدند. به‌منظور بررسی قابلیت اعتبار و اعتماد یافته‌ها نیز از معیارهای خود بازبینی محقق و روش مرور همتا (ضریب توافق ارزیاب‌ها) بهره گرفته شد. با تجزیه‌وتحلیل دادهها، ابعاد و مؤلفه‌های برنامه¬های ¬درسی علوم تجربی مبتنی بر کاربرد هوش مصنوعی در شش بعد، 17 محور و 78 مقوله شامل محیط و زمینه (فرهنگ بخشی و فرابخشی مؤثر، توسعه حرفه‌ای منابع انسانی، زیرساخت¬های فنی)؛ اهداف (تناسب و یکپارچگی، هم¬راستایی و هم¬کنشی، فرایند تدوین)؛ محتوا (شخصی‌سازی، مبتنی بر نیاز، توانمندساز)؛ راهبردهای یاددهی- یادگیری ( مبتنی بر رویکرد سازنده-گرایی، راهبردهای موقعیتی و اقتضایی)، منابع و امکانات (تناسب با اهداف، فرایندها و رویه-های سازمانی، ویژگی‌های سامانه‌ای)؛ ارزشیابی (ارائه تکالیف هوشمند، کاستن از رقابت¬های غیر سازنده در ارزشیابی، نظارت و پایش مستمر) مورد سازمان‌دهی قرار گرفت.
The present study aimed to investigate the dimensions and components of experimental science curricula based on the application of artificial intelligence, in order to provide a comprehensive picture and perspective of this field. For this purpose, a qualitative meta-synthesis method was used. Research data were searched and collected using Roberts' six-stage model in the range considered (internal 1400-1404 and external 2020-2024). The scope of the research was all article that were presented on the research topic and related fields in specialized and scientific databases. The research sample was 30 articles, which were selected purposefully and based on thematic, content, and theoretical saturation monitoring of the data. The research data were analyzed at this stage using thematic content analysis. In order to examine the reliability and trustworthiness of the findings, the criteria of the researcher's self-review and the peer review method (rater agreement coefficient) were also used. By analyzing the data, the dimensions and components of the experimental science curricula based on the application of artificial intelligence were organized into six dimensions, 17 axes, and 78 categories, including environment and context (effective sectoral and cross-sectoral culture, professional development of human resources, technical infrastructure); goals (appropriateness and integration, alignment and interaction, formulation process); content (personalization, needs-based, empowering); teaching-learning strategies (based on a constructivist approach, situational and contingency strategies),resources and facilities (suitability with goals, processes and organizational procedures, system characteristics); and evaluation (providing smart assignments, reducing unproductive competition in evaluation, continuous supervision and monitoring).
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