بررسی نقش مؤلفه‌های برنامه درسی پنهان در عاطفه نسبت به دانشگاه مطالعه موردی: دانشگاه پیام نور سمنان

محورهای موضوعی : پژوهش در برنامه ریزی درسی

فاطمه بیان فر ¹

1 - استادیار گروه علوم تربیتی، دانشگاه پیام نور، سمنان، ایران

تاریخ دریافت : 1392/04/27 تاریخ پذیرش : 1396/02/11 تاریخ انتشار : 1396/09/01

کلید واژه: برنامه درسی پنهان, دانشگاه پیام‌نور, عاطفه نسبت به دانشگاه,

چکیده مقاله :

پژوهش حاضر با هدف تعیین نقش مؤلفه‌های تشکیل‌دهندة برنامه درسی پنهان بر عاطفه دانشجویان نسبت به دانشگاه پیام‌نور صورت گرفت. مفهوم برنامه درسی پنهان به‌ویژه نقش آن در عاطفه نسبت به دانشگاه به‌ندرت برای آموزش از راه دور به کار برده شده است. پرورش‌کاران آموزش عالی بیشترین هدفشان در حوزه شناختی و یا روانی - حرکتی است و کمتر به حوزه عاطفی توجه داشته‌اند. این در حالی است که بسیاری از فعالیت‌های یادگیری متأثر از حوزه عاطفی است. مسئله اصلی این پژوهش آن است که نقش برنامه درسی پنهان در ایجاد برنامه درسی پنهان چیست؟ روش پژوهش از نوع آمیخته (کیفی و کمی) و به‌صورت مطالعه موردی بود. برای انتخاب جامعه آماری و نمونه مورد بررسی با استفاده از روش نمونه‌گیری هدفمند از میان مراکز مختلف، مرکز سمنان انتخاب شد. حجم نمونه برای مشاهده 15 کلاس درس بود و مصاحبه با روش سؤالات باز استانداردشده، 48 دانشجو و مصاحبه از نوع گفت‌وگوهای غیررسمی، تعداد دانشجویان از پیش تعیین شده نبود. ابزارهای پژوهش عبارت بودند از: 1- پرسشنامة محقق ساخته عاطفه نسبت به دانشگاه 2- فرم‌های درجه‌بندی‌شده محقق ساخته مشاهده‌سنج و روش واقعه‌نگاری 3- مصاحبه با روش سؤالات باز استانداردشده و روش گفت‌وگوهای غیررسمی. طول مدت مشاهده 2 ترم تحصیلی بود. به‌منظور تجزیه‌وتحلیل اطلاعات در بخش کمّی از تحلیل اندازه‌گیری مکرر، آزمون تعقیبی شفه، ضریب همبستگی و رگرسیون استفاده شد. نتایج تحلیل رگرسیون نشان داد که ضریب همبستگی چندگانه بین مؤلفه‌های برنامه درسی پنهان و عاطفه نسبت به دانشگاه، برابر با 621/0 بود که در سطح اطمینان 95 درصد معنی‌دار نبود. ضریب تبیین نیز برابر با 385/0 بود. بدین ترتیب مشخص شد که 5/38 درصد عاطفه نسبت به دانشگاه، تحت تأثیر مؤلفه‌های تشکیل‌دهنده برنامه درسی پنهان قرار دارد؛ یعنی ابعاد برنامه درسی پنهان توان پیش‌بینی عاطفه دانشجویان نسبت به دانشگاه را دارند.

چکیده انگلیسی:

The aim of this research was to find the effect of formation items of hidden curriculum on the University-related affect in the students of Semnan Payam-e-Noor University. The research method was case study and mixed. Purposeful sampling was used to select Semnan University. Three different instruments were utilized to obtain the data: 1) The affect of University-related questionnaire 2) Observation checklist 3) The standardized open-ended interview and informal conversational. Several statistical procedures including repeated measures analysis, Scheffe's method and multiple regression were used to analyze the data. The obtained multiple regression analysis result for hidden curriculum, and the affect of university-related was 0.621 which wasn't meaningful at%5 level of significance. Coefficient of determination was 0.385. Thus distinguished that%38.5 of the affect of University-related has been influenced by hidden curriculum.

منابع و مأخذ:

Ahola, S. (2000). Hidden curriculum in higher education: something to fear or comply to? Paper presented at "innovations in Higher Education". Helsinki, Finland,

 August 30 to September 2, 2000. Available online at www.utu.fi.

Ausbrooks,R. (2000).What is schools hidden curriculum teaching your child?http://www.Parentigteens.Com/Curriculum Shtm1.

Anderson, T. (2001). Hidden curriculum in distance education, from http://mortazanezhad.blogfa.com/post/12.

Atherton, J.S. (2005). Teaching and learning hidden curriculum. Available at: www.doceo.co.uk/tools/hidden.htm.

Bath, D., Smith, C., Stein, S. and Swann, R. (2004). "Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum". Higher Education Research and Development, 23, 277-294.

Bayanfar,F. (2010).On the possible impact of junior high school hidden curriculum as an efficient model on afficent model on affective characteristics outcome and student achievements..phD Dissertation.Allameh Tabatabaei university. (in persiann).

Beard, C., Clegy, S. and Smith, K. (2007). "Acknowledging the affective in higher education". British Educational Research Journal, 33, 235-252.

Carlson, S. (2006). "The sustainable university". The chronicle of Higher Education, October 20.

Chalkley, B. (2006). "Education for sustainable development: continuation". Journal of Geography in Higher Education, 30, 235-246.

Eisner,E.W. (1994).The educational imagination:on the design and evaluation of school programs. New York:,Macmillan college publishing.

Fathi Vagargah, koroush and Vahed Chokade, Sekine. (2006). Identifying Citizenship education damages on hidden curriculum. High school education system from the perspective of teachers in Tehran and presenting ways to improve it. Journal of educational initiatives, 92-132.

Harden,R.M. (2001).The learning environment and the curriculum. Medical Teacher,2,335-337.in teachers job development. Indian male-white teacher relationships. British Journal of Sociology of Education.

Howe, A. (2003). "Twelve tips for developing professional attitudes in training". Medical teacher, 25, 485-497.

Hsieh Chang, Sh- HU and Smith, R.A. (2008). Effectiveness of personal interaction in a learner-centered paradigm distance education class based on student satisfaction. Formerly journal of research on computing in education.

Kumer, R., O'Malley, P.M. and Johnston, L.D. (2008). Association between physical environment of secondary schools and student problem behavior. Environment and Behavior, 40, 455-486.

Kuo-An, H. and Chia-Hao, Y. (2008). A synchronous distance discussion procedure with reinforcement mechanism: designed for elementary school students to achieve the attending and responding stages of the affective domain teaching goals with a class period. Computers and Education Journal, 51, 1538-1552.

Lemkowitz, M., Bibo, B.H., Lameris, G.H. and Bonnet, J.A.B.A.F. (1996). "From small scale, short term to large scale, long term: integrating "sustainability" into engineering education". European Journal of Engineering Education, 21, 353-386.

Leng, Y.L. (2002). Learner analysis in learner design: the affective domain. CDTLink, 6. (3):, from www.cdtl.nus.edu.sg/link/nov 2002/tech2.htm.

Margolis, E. (2001). In Margolis, E. (Ed). The Hidden Curriculum in Higher Education, Rout ledge, New York, NY.

Mass weigert, K. (2006). "Justice, integrity and action: individuals and institutions". Improving University Teaching. Paper presented at 31^st International conference, from www.intconference.org/ 2006/ pdfs/Mass Weigert.

Maleki,H. (2006).Curriculum ( Guide to action).Tehran:Payam Andisheh. (in Persian).

Mcloughin, M and Padraig, M. (2009). Inquiry-based learning: An educational reform based upon content-central teaching.

Miller, M. (2005). "Learning and teaching in the affective domain", in Orey, M. (Ed.), Emerging perspectives on learning. Teaching and technology, college of Education Book University of Georgia, Athens available at: www.coe.uga.edu/eplt/affective.htm

Ornstrein, A.C. and Lasley, T.J. (2000). Strategies and Effective, 3^rd ed, Mc Graw- Hill, Boston, MA.

Pardokhteh,F,Kazempour,E and Shakibaee,Z. (2016).The relationship between hidden curriculum and gender inequalities between university students.Research in Curriculum Planning.V12.N20.P16-27.

Park, L.E., Diraddo, A.M. and Calogero, R.M. (2009). Sociocultural influence and appearance-based rejection sensitivity among studentsh,. Psychology of women quarterity, 33, 108-119.

Philips, V. and Bond, C. (2004). Undergraduate's experiences of critical thinking, Higher Education Research and Development, 27. 294- 314.

Sebastian, R.J. and Bristow, D. (2008). Formal or informal? The impact of style of dress and forms of address on business student's perceptions of professors. Journal of education for business, 83, 196-201.

Safaei Movahed, S.,Ataran,M. (2013).uncovering the hidden curriculum of supervisors selection in a Faculty of Mathematics: A qualitative study.Research in curriculum Planning.V10/N11/P1-12.

Safaei Movahed ,S and Bavafa,D. (2013).Towards Another Meta-Theory for understanding the hidden curriculum.Research in curriculum Planning.V2.N10.P75-95.

Shephard, K. (2008). Higher education for sustainability: seeking affective learning outcomes. International Journal of sustainability in higher education. 9, 87-98.

Shepherd, K.L. (2005). "Higher education's contribution to sustainable development: a guide for teachers with an emphasis on e-learning", from www.clt. soton.ac. uk/LTID/ Briefing papers/sustainable development.

Sobhani Nazhad,M,Ahmad Abadi,Mohammadi,A and Mohammadi,S. (2016).Explanation of the university social status and cultural reproduction with an emphasis on the opposite factors of the hidden curriculum:concerning the university applicable consideration design. Research in Curriculum Planning.V 12.N20.P104-116.

Sobhaninejad,M,Hosseini Yazdi,A.S. (2014).Review of correlation relationships and explanatory contribution of components of hidden curriculum with dimensions of research comprehensive approach of educational sciences students of Tehran Public universities.Research in curriculum Planning.V2.N14P116-124.

Waite Hall, P. (2008). Student interaction experiences in distance learning courses a phenomenological English as a foreign language classrooms. Learning Environments Research, 12, 157-174.