تحلیل محتوای کتاب‌های ریاضی دوره اول ابتدایی براساس مولفه‌های آموزش پایداری با تکنیک آنتروپی شانون

محورهای موضوعی : توسعه پایدار

سیده زهرا شمسی پاپکیاده ¹ , محمدرضا سرمدی ² , الهه امینی فر ³ , سید محمد شبیری ⁴

1 - دانشجوی دکتری آموزش محیط زیست، دانشگاه پیام نور تهران، ایران. *(مسوول مکاتبات)
2 - استاد، فلسفه تعلیم و تربیت، دانشگاه پیام‌نور، تهران، ایران.
3 - دانشیار گروه ریاضی، دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران.
4 - استاد گروه آموزش محیط زیست، دانشگاه پیام نور، تهران، ایران.

تاریخ دریافت : 1399/09/30 تاریخ پذیرش : 1399/11/19 تاریخ انتشار : 1400/08/01

کلید واژه: دوره اول ابتدایی, تحلیل محتوا, آنتروپی شانون, آموزش پایداری, کتاب‌های ریاضی,

چکیده مقاله :

زمینه و هدف: وجود چالش‌های منحصر به فرد در عصر حاضر موجب نیاز تغییرات واقعی در طرز تفکر و عملکردی کاملاً جدید در جامعه شده است. لذا استفاده از آموزش پایداری در تولید منابع انسانی کاملاً آگاه، به ویژه با توجه به مهارت‌های اساسی درک و دانش مورد نیاز در قرن بیست و یکم، حیاتی است. براین اساس هدف اصلی این پژوهش تحلیل محتوای کتاب‌های ریاضی دوره اول ابتدایی براساس مولفه‌های آموزش پایداری است. روش بررسی: پژوهش حاضر از نوع توصیفی- تحلیلی است. واحد تحلیل (تصاویر، متن، فعالیت کلاسی و تمرین و کار در کلاس) است. جامعه آماری کتاب‌های ریاضی دوره اول ابتدایی (پایه اول، دوم و سوم) است. که در این پژوهش کل محتوای آن براساس سه مولفه آموزش پایداری (اقتصادی، اجتماعی و محیط‌زیستی) تحلیل شد. حجم نمونه با جامعة آماری یکسان و به‌صورت سرشماری در نظر گرفته شد. برای تایید روایی چک لیست از روایی صوری و محتوایی با نظرات صاحب‌نظران استفاده شد و پایایی آن 92/0 از روش هولستی بدست آمد و برای پردازش داده‌های گردآوری شده از روش آنتروپی شانون استفاده شد. یافته‌ها: یافته‌ها نشان داد، تصاویر محیط‌زیستی در هر سه پایه دارای فراوانی بیشتری نسبت به دیگر واحد تحلیل است و در بین مجموع مولفه‌های آموزش پایداری، مولفه محیط‌زیستی در کلیه دوره‌های اول ابتدایی بیشترین و اقتصادی کمترین فراوانی را دارا بود. همچنین بر اساس معیار بار اطلاعاتی و ضریب اهمیت، معیار محیط زیستی در پایه اول و معیار اجتماعی در پایه های دوم و سوم بیشترین مقدار را دارا است. همچنین آموزش پایداری در پایه دوم و سوم با هم یکسان بوده‌اند. بحث و نتیجه‌گیری: یافته‌ها بر این امر تاکید دارند که که تعادل و انسجام لازم بین سه مولفه آموزش پایداری برقرار نبوده و در محتوای کتاب‌های ریاضی دوره اول آن‌گونه که شایسته است به مولفه‌های آموزش پایداری توجه نشده است.

چکیده انگلیسی:

Background and Objective: The existence of unique challenges in the present age has caused the need for real changes in a completely new way of thinking and acting in society. Therefore, the use of sustainability education in the production of fully aware human resources, especially given the basic skills of understanding and knowledge required in the 21st century, is critical. Therefore, the main purpose of this study is to analyze the content of the first grade primary mathematics textbooks based on the components of sustainability education. Material and Methodology: The present study is a descriptive-analytical study. Unit of analysis (images, text, class activity and practice and class work). The statistical population is the mathematics textbooks of the first primary school. In this study, the entire content was analyzed based on three components of sustainability education (economic, social and environmental). The sample size was the same as the statistical population and was considered as a census. To confirm the validity and checklist, face and content validity with the opinions of experts was used and its reliability was 0.92 by Holstie method and Shannon entropy method was used to process the collected data. Findings: Findings showed that environmental images in all three levels have a higher frequency than the other unit of analysis and among all the components of sustainability education, the environmental component in all the first primary courses had the highest and the lowest economic frequency. Also, based on the information load criterion and the coefficient of importance, the environmental criterion has the highest value in the first grade and the social criterion in the second and third grades. Also, sustainability education in the second and third grades were the same. Discussion and Conclusion: The affidavits emphasize that the necessary balance and coherence between the three components of sustainability education has not been established and that the components of sustainability education have not been given due attention in the content of the first period math textbooks.

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