شناسایی و سنجش منابع و شیوه¬های کسب دانش محتوایی تربیتی فناورانه(TPCK) دبیران ریاضی دوره متوسطه
محورهای موضوعی : پژوهش در برنامه ریزی درسی
رضا میرعرب
1
,
کبری غلامعلی تبار فیروزجائی
2
1 - دانشیار، گروه علوم تربیتی، دانشگاه مازندران، بابلسر، ایران.
2 - دانشجوی دکتری مطالعات برنامه درسی، گروه علوم تربیتی، دانشگاه مازندران، بابلسر، ایران.
کلید واژه: دانش ریاضی, دانش محتوایی, دانش محتوایی¬تربیتی, دانش فناورانه.,
چکیده مقاله :
هدف پژوهش شناسایی و سنجش منابع کسب و چگونگی توسعه دانش محتوایی تربیتی فناورانه دبیران ریاضی دوره متوسطه بود. این مطالعه با رویکرد آمیخته(پدیدارشناسی و پیمایشی) انجام شد جامعه اطلاعاتی در بخش کیفی، 15 نفر و در کمی، شامل 321 نفر از دبیران ریاضی بودند. دادهها با مصاحبه و پرسشنامه گردآوری شدند. صحت و دقت نتایج کیفی با روش گوبا و لینکلن و در بخش کمی، پایایی براساس آلفای کرونباخ ۸۸. بدست آمد. تحلیل یافتههای کیفی با روش تحلیلمضمون و کمی با روشهای آماری استنباطی صورت گرفت. ابعاد دانش شناسایی شده برای تدریس ریاضی، شامل دانش محتوایی عمومی و تخصصی، دانش مدیریت کلاس، راهبردها ، برنامه درسی و دانش نرم و سخت فناورانه بوده است. منابع کسب دانش عبارتند از منابع آموزشی، فردی، فناوری و سازمانی که مهمترین شیوههای توسعه آنها از طریق مطالعه مستمر کتابهای تخصصی، تبادل تجربه با همکاران، دریافت بازخورد از دانشآموزان و دانش کاربست نرمافزارهای تخصصی آموزش ریاضی است. همچنین بررسی جمعیتشناختی نشان میدهد بین معلمان مرد و زن از لحاظ منابع کسب دانش تفاوت معناداری وجود ندارد ولی رتبه تحصیلی معلمان و تجربیات آنها در طول دوران تدریس در کسب دانش محتوای تربیتی فناورانه معلمان تاثیر دارد.
This study employed a mixed-methods approach (phenomenology and survey) to identify the sources and development methods of Technological Pedagogical Content Knowledge (TPACK) among high school mathematics teachers. Participants included 15 teachers in the qualitative phase and 321 in the quantitative phase. Data were collected through interviews and a questionnaire (with a reliability of 0.88 based on Cronbach's alpha). Qualitative data were analyzed using thematic analysis, and quantitative data were analyzed using inferential statistics (independent t-test and ANOVA). The identified dimensions of knowledge for teaching mathematics included general and specialized content knowledge, classroom management knowledge, knowledge of teaching strategies, curriculum knowledge, and soft/hard technological knowledge. The sources for acquiring this knowledge were categorized as educational, individual, technological, and organizational resources. The most significant developme nt methods involved continuous study of specialized books, exchanging experiences with colleagues, receiving student feedback, and mastering specialized mathematics software. Demographic analysis revealed no significant difference in knowledge sources between male and female teachers; however, their academic degree and teaching experience significantly influenced their acquisition of TPACK. These findings underscore the importance of designing professional development programs tailored to teachers' experience and academic qualifications.
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